Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 18 · 2026-10-08

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 4.5)

at the begining of january copper shows 2% and till june it get down to 0% while in coming months it became up and down but end of the month in december became on 1%.

on the other hand nickle showed the most higest value as compares to other two metals in the first month of january it showed 6% of the most higest percentage but till march it gradually got down to 1 percent and between june july it shoes higest lost that is -3% but later on it became stable for 3 months till september and next month in october it showes again a little lost to -2 percent and the next month it shows the higest percentage again gaianed by and came into 1% and stabled for demcember.

the last zinc is kind of stable and unstable in these other in the first month of jaunary it was on 1% and gained by 2 % in febaurary and so on it shows stabality till

last it showed 2 % in december

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several relevant movements, including copper’s decline from 2% at the start of the year and nickel’s sharp fall to around -3% in June. You also note zinc’s rise to 2% in December. However, the response does not provide a clear overview of the main pattern across all three metals, and some details are inaccurate or unclear: copper ends at about 1.5%, not 1%, and nickel’s lowest point occurs in June, rather than being a loss “between June July.” The account also misses the broad shared pattern of declines around mid-year followed by recovery toward year-end. Select the most important comparisons and summarise them clearly before giving supporting details.

Coherence and Cohesion: Band 5.0

The response follows a generally understandable order, moving from copper to nickel and then zinc, and phrases such as “on the other hand” signal a change of focus. However, the ideas do not progress clearly from an overall summary to organised details. The opening discusses copper without first stating the main trends, while the long nickel section combines many months and movements in one sentence, making comparisons difficult to follow. The zinc discussion ends abruptly at “till last.” Use a brief overview paragraph, then separate the metals or group their shared mid-year falls and later recoveries. Clear sentence boundaries and more precise linking would make the organisation easier to follow.

Lexical Resource: Band 4.5

You use some task-relevant terms, including “percentage,” “stable,” “gained,” and “lost,” so the reader can identify the general direction of change. However, vocabulary is basic and often repetitive, and several word choices or collocations make the meaning difficult to interpret. For example, “the most higest value,” “higest lost,” and “became up and down” are not natural ways to describe the graph. Spelling errors such as “nickle,” “stability,” and “febaurary” also reduce accuracy. Build a more precise range for describing data, such as “peaked at,” “fell to,” “fluctuated,” and “recovered,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several events using clauses such as “but till march it gradually got down to 1 percent,” showing some effort to write beyond isolated statements. However, sentence structures are limited and frequently faulty, which sometimes obscures the timeline and relationships between figures. Examples include “copper shows 2% and till june it get down” and “the next month in october it showes,” where verb forms do not agree with the past-time description. Long sentences also lack clear punctuation, particularly in the nickel section. Use consistent past-tense forms (“showed,” “fell,” “reached”) and divide sequences into shorter, complete sentences with appropriate commas and full stops.

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