Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-09-06
IELTS Writing Task 1 question
The graph below shows the average monthly change in the prices of three metals during 2014.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Average monthly change in prices of copper, nickel and zinc (2014)
Student answer (Band 5.0)
The line graph depicts the monthly change occur in the prices of three metals, copper, nickel and zinc in 2014. The nickel was exorbitant in start, but dropped dramatically and price effectively come nearer to the other metals till the end of year, which were comparatively low in price then nickel in the beginning of year.
The nickel become too costly in the start of year and become 6% more expensive then the previous month. dramatical plummet shown in the month of march and remain almost stable for 2 months, again markedly truncated and fluctuation in price can be seen afterwards and reached to 1% rise till the end of year.
In contrast, Copper gained 2% cost in the January, through out the period price fluctuated and ends at approximately 1.5% increase in price.
Least pricey in the start was zinc at 1%, peaked at 3% in February, then slightly dropped till July at -1, after plateaued for few months, surged and the end months and make up at 2% gain.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers all three metals and identifies key trends such as the initial high point for nickel and the fluctuations of copper and zinc. However, the analysis is somewhat superficial. The description of the data is occasionally inaccurate, such as stating nickel 'remained almost stable for 2 months' when the graph shows significant movement. Furthermore, the report lacks a clear overview or summary of the main trends, which is a requirement for a high band score. The information is presented as a list of individual points rather than a cohesive summary of the overall patterns and significant comparisons between the three metals.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is mechanical and sometimes inaccurate. For example, the transition 'In contrast' is used to introduce copper, but the connection between the ideas is weak. There is a lack of variety in linking words, and the progression of ideas within paragraphs is sometimes disjointed. Referencing is occasionally unclear, making it difficult to track the comparisons between the metals. More sophisticated linking phrases would improve the flow and logical progression of the report.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task but lacks precision and sophistication. There are several instances of awkward word choices, such as 'exorbitant' to describe a percentage change, 'truncated' used incorrectly to mean decreased, and 'make up at' which is non-standard. While the student attempts to use a range of vocabulary, the frequent errors in collocation and word choice occasionally impede the clarity of the message. To reach a higher band, the student should focus on using more precise terminology related to data description, such as 'fluctuated', 'peaked', and 'remained steady'.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that affect readability. Issues include incorrect verb tenses ('The nickel become'), missing articles ('in start of year'), and subject-verb agreement errors ('price effectively come'). Punctuation is also inconsistent, particularly with the use of commas and capitalisation. While the meaning is generally understandable, the high frequency of errors in basic grammar prevents the response from reaching a higher band. The student should focus on subject-verb agreement and the correct use of articles to improve accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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