Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-12
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 graph illustrate the average monthly change in the proce of three metals including copper, nickle and zinc during 2014. Nickle shows higher price in start of the year and goes to the decline in price at the end of year. Remaining two shows mix average in starting they go higher in middle price goes down and at the end it goes higher again.
Overall Nickle shows highest price average in january and after this it declines to -3 percentage in june and after june it again go higher in july, august and september. After semptember it agin decline and after it again go higher. Copper and zinc shows almost the same average change in proce during the year.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response identifies the three metals and notes some relevant patterns, especially nickel’s sharp fall to about -3% in June and its later recovery. However, the task is addressed only partially: the overview is vague, and the claim that nickel declines “at the end of year” misses its rise to around 1% in November and December. The description of copper and zinc as having “almost the same” changes also overlooks their different movements, including zinc’s stronger early rise and both metals’ negative mid-year figures. The response contains 119 words, below the required 150, so several key comparisons and monthly stages are left undeveloped. Add a clear overview and support it with accurate comparisons across the year.
Coherence and Cohesion: Band 5.0
There is some organisation: the opening introduces the chart, and “Overall” signals a summary before the response focuses on nickel and then compares copper with zinc. However, the progression is limited and repetitive, with the same idea of nickel falling and rising repeated in both paragraphs. Phrases such as “after this,” “after june,” and “after it” do not always make the sequence precise, and the final comparison is not developed with examples. To improve, group the information into a clear overview followed by a paragraph comparing the metals’ early-year and later-year movements. Use specific time references and linking phrases to show contrasts rather than relying repeatedly on “after.”
Lexical Resource: Band 5.0
The response uses some relevant task vocabulary, including “average monthly change,” “decline,” and “percentage,” so the general topic is understandable. However, the range is limited and several word-choice, collocation, and spelling errors are noticeable: “higher price” is not precise for a percentage change, “mix average” is unclear, and “proce,” “nickle,” and “semptember” are misspelled. Repetition of “go higher” and “goes down” also restricts the description. Use accurate terms such as “rose,” “fell,” “fluctuated,” and “monthly price change,” and check spelling carefully. More precise vocabulary would help distinguish a price level from a percentage change in price.
Grammatical Range and Accuracy: Band 5.0
The response communicates its basic meaning, but it relies mainly on simple sentence patterns and contains frequent errors in agreement, verb forms, and sentence construction. For example, “The graph illustrate” needs subject–verb agreement, while “Remaining two shows” lacks an article and has incorrect agreement. In “after june it again go higher,” the verb form is incorrect, and the opening sentence joins several ideas without clear grammatical control. There is an attempt to use longer structures, such as “After semptember it agin decline and after it again go higher,” but the repeated errors make the sequence difficult to follow. Practise accurate simple sentences first, then combine them using controlled clauses and consistent past-tense verbs.
See this exact question answered at other band scores. The same prompt compared across bands.
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