Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-10-02

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 4.0)

The given line chart depict about metal during the year 2014 and vairous changes in diffrent months whlie the chart is main forcing on the most useful mentals like copper , zinc , nickel and comparing which mental is preffer more in mental indrustry during above year .

6 percent of nickle is used more during janvary and it is gradualy dreceasing in the month of june while it have same percentage in july , august and september finally it has improved from -1 to 1 and zinc is the second most preffered mental it have no draffed change from the month of febvuary to december as copper is used more in januvary and mostly dreceased in the month of may and june .

moreover all mentals less use in june. As we can see that zinc ,copper and nickle are equal useage in three months and finally, from jan to dec only few metal is preffered

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response attempts to describe the line chart, but it struggles significantly with accurately reporting the visual data. The student misinterprets the graph entirely, stating that the percentages represent metal usage or popularity in an industry rather than percentage changes in monthly prices. Furthermore, the selection of data points is confused and vague, leading to inaccurate summaries of the trends for copper, nickel, and zinc. The overview is weak, containing generalized misconceptions about the data rather than outlining the main global trends or striking movements. To improve, the student must learn to read chart axes and labels correctly, focus strictly on reporting numerical data and factual trends rather than speculating on industrial applications, and present a clear, accurate summary of the primary movements over the given time period.

Coherence and Cohesion: Band 3.5

The organization of the response is extremely weak, presenting the entire text as a single, rambling run-on paragraph without proper structural divisions such as an introduction, body paragraphs, and an overview. Cohesive devices are either missing or misused, relying on repetitive conjunctions like 'and' and loose connectors like 'moreover' rather than logical transitional phrasing. The progression of ideas is difficult to follow because sentences blur into one another without clear logical steps or referencing. To achieve a higher score, the student needs to structure the report into distinct paragraphs, use appropriate cohesive devices to link separate points smoothly, and ensure that ideas are sequenced in a logical order, starting with a clear introductory paraphrase and overview, followed by well-grouped details.

Lexical Resource: Band 4.5

The vocabulary used is basic, repetitive, and frequently incorrect. The student repeatedly misspells or misuses key terms, such as 'depict' instead of 'depicts', 'vairous' instead of 'various', 'diffrent' instead of 'different', 'whlie' instead of 'while', 'forcing' instead of 'focusing', 'mentals' and 'mental' instead of 'metals' and 'metal', 'preffer' instead of 'prefer', 'indrustry' instead of 'industry', 'janvary' instead of 'January', 'dreceasing' instead of 'decreasing', 'draffed' instead of 'drastic', and 'febvuary' instead of 'February'. These numerous errors in spelling and word choice strain the reader and obscure the intended meaning. To improve, the student should build a core vocabulary for describing data trends accurately, practise correct spelling of common months and chart terminology, and avoid inventing incorrect lexical items.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is extremely limited, consisting almost entirely of poorly constructed, overly long run-on sentences joined improperly by coordinating conjunctions. There is a complete lack of control over basic punctuation, with sentences failing to use full stops or capital letters in appropriate places. The student also struggles with subject-verb agreement and tense consistency throughout the text, as seen in clauses like 'the given line chart depict' and 'it have no draffed change'. To move up to a higher band, the student must use a variety of sentence structures, learn to break long thoughts into grammatically sound simple and complex sentences, and master fundamental rules regarding verb tenses, subject-verb agreement, and sentence boundaries.

See this exact question answered at other band scores. The same prompt compared across bands.

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