Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-10-05
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 image illustrate a bar graph of metals monthly change prices in the year of 2014, which give information on three metals also it records in the percentage of every month.
In the bar graph every metal has change thier prices in very fluctuate and zinc was the highest percentage that has change by the month of january than it start decreasing at the month of march at that period it was stable after the month of may dramatically the perecentage fall down to the minus 3 percentage, By the month june it starting to increase at the november monthe it came how march month was representing in the graph, The lowest is zinc starting month of 2014 was 1 percent by the feburary it startinf the fall that october it pick up pace by the on end month it was ar 2 percent, The copper started falling by the july month it start to increase at the 1 percent it was stable july to september by the end of the year it was 2 percent.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 3.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.5
The response attempts to describe the chart, but it fails to provide a clear overview and misinterprets the data significantly. The student describes the visual as a bar graph rather than a line graph and confuses the series throughout the text (for instance, incorrectly stating that zinc started at the highest percentage in January and had dramatic falls, when nickel actually reached the highest point of six percent in January). Furthermore, the details provided are heavily confused and inaccurate regarding the trends of the individual metals. To achieve a higher band, the response must accurately report the main features and trends of the correct chart type without confusing the data series.
Coherence and Cohesion: Band 3.5
The response lacks clear logical organization and progression. It is written as a single dense block of text with no appropriate paragraphing to separate the introduction from the body details. Cohesive devices are minimal and mechanical, often relying on repetitive run-on structures (such as 'and then it start' or 'by the month') joined by commas rather than proper punctuation and transition words. Referencing between sentences is frequently unclear, making it very difficult for the reader to follow which metal or time period is being discussed. To improve, the writer needs to structure the text into logical paragraphs and use a wider variety of accurate cohesive links.
Lexical Resource: Band 5.0
The vocabulary used is very limited and basic, resulting in frequent word choice errors and awkward phrasing that impacts readability. Words are often used incorrectly, such as describing price changes as 'fluctuate' instead of fluctuating, or using 'perecentage fall down' and 'pick up pace' without proper grammatical integration. There are also noticeable spelling errors throughout the text, such as 'illustrate' instead of illustrates, 'thier', 'februrary', and 'monthe'. While the vocabulary is minimally adequate to convey a basic topic, it lacks the precision and range required for higher bands.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is extremely limited, consisting mostly of poorly controlled simple and run-on sentences. There are frequent errors in verb tenses, subject-verb agreement, and sentence boundaries, such as 'The image illustrate', 'zinc was the highest percentage that has change', and 'than it start decreasing'. Many sentences are fused together improperly with commas instead of being split into distinct clauses or sentences. These frequent errors cause considerable difficulty for the reader and reflect a weak control of basic grammatical structures.
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