Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-09-30
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 graphs illustrates the average monthly price change of 3 metals in 2014.
Overall nickel fluctuated thorough out the period from initial stage nickel seemed positive till june . Through june its dropped and then rose again on December.
In contrast zin was on 3 percent in January and then fell down and reached 0.5 percent on march. Additionally still same on last month.However copper was on 2 percent on January and remain stable throughout the period of june.Moreover it declined on the month of june. Additionally nikal had high ratio in the starting it around 6 percent and then it fluctuated and went 4 percent in February and reached 1 percent in march . eventually it dropped and reached it lowest point -3.5 percent.
However copper state stable around 1 percent.Zinc remaind stable at -1 percent and also Nickel was at -1 percent to 2.5 percent. Moreover all the metals turned to their recovery point through the period between November to December.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The student attempts to summarise the main features of the graph showing the average monthly price change of three metals in 2014. An overall trend is attempted, and some key data points are mentioned, such as nickel starting high at around 6 percent and dropping to a low point. However, there are significant inaccuracies in reading the data from the graph; for instance, zinc did not start at 3 percent in January, and the descriptions of subsequent months contain numerous errors and confused figures that do not match the visual data. Furthermore, key trends are muddled, and the response lacks a clear, fully developed overview, leading to a partial and somewhat inaccurate coverage of the task requirements.
Coherence and Cohesion: Band 5.0
The response is divided into brief paragraphs, but the overall logical progression is weak. The student attempts to use transition words such as "In contrast", "Additionally", and "However", but these are frequently repetitive and sometimes used illogically given the data presented. Paragraphing is rudimentary, and the abrupt shifts between different metals and timeframes disrupt the flow of information. Referencing is occasionally unclear, making it difficult for the reader to follow the progression of the data comparisons across the year. Cohesive devices are thus somewhat mechanical and inadequate.
Lexical Resource: Band 5.0
The vocabulary used is basic and repetitive, relying heavily on simple terms like "percent", "rose", "fell", and "stable". There are noticeable spelling and word-choice errors, such as "zin" instead of zinc, "thorough out" instead of throughout, and "nikal" instead of nickel. Less common vocabulary is attempted with limited success and inaccuracy. While the language is minimally adequate to convey the basic subject matter, the lexical range is restricted and errors occasionally cause difficulty for the reader.
Grammatical Range and Accuracy: Band 4.5
The student attempts a mix of simple and complex sentence forms, but control over grammar and punctuation is weak. There are frequent errors in tense consistency, subject-verb agreement, and prepositions, such as "Through june its dropped", "copper state stable", and "Zinc remaind stable". Punctuation is also problematic in places, with run-on phrasing and missing commas. Although some sentences are understandable, the high frequency of grammatical inaccuracies causes noticeable difficulty and impedes smooth communication.
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