Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-14

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)

This line graph compares the price of the metals with previous month through out the year. Mainly there are three metals were there such as Copper, Nickle, Zink.

First in january Copper was at 2% of the price but after that it keep declining but in may we can saw some changes in price. After that in june it was growing with 1% after that price was not stable. For Nickel, it was on the peak in january with 6% after two month it kept drop with 5%. In april Nickel was at 1% of it's price, After that there was fall majorly in june it was at -3% of the price.

Zinc was at 1% at first but a month after we was rose with 2% in february. Throgh out june it go down. We can see ups and down in the price of the Zinc. Not a single metal had a stable price in a whole year.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify all three metals and report several relevant movements, including nickel’s January peak and its sharp fall to about -3% in June. However, the response only partially summarises the graph: it has no clear overview of the main pattern, such as all three metals becoming negative around June and recovering towards the end of the year. Some details are inaccurate or unclear: nickel fell from 6% to 1% by March, not by 5%, and copper did not grow in June; it remained around -0.5% before rising in July. Zinc’s later recovery is also omitted. A more complete summary should select the main highs, lows and shared trends, with accurate month-by-month comparisons where useful.

Coherence and Cohesion: Band 5.0

The response has a basic structure, moving from an introduction to separate comments on copper, nickel and zinc, so the reader can generally follow which metal is being discussed. However, there is little overall progression from an overview to the most important comparisons, and the final statement that no metal had a stable price does not bring the key trends together. Linking phrases such as “after that” are repeated and sometimes make the sequence difficult to track; for example, the copper account moves from May to June without clearly explaining the subsequent rise in July. Organise the report into an introduction, a concise overview and grouped detail, and use clearer time references and comparisons to connect the information.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “peak,” “declining,” “fall” and “ups and down,” and the reader can usually understand the intended price movements. However, the range is limited and several expressions are inaccurate or awkward, such as “at 2% of the price,” “it was growing with 1%” and “we was rose.” Metal names are also misspelled as “Nickle” and “Zink,” which reduces accuracy in a response focused on these categories. Use precise chart language such as “rose to,” “fell by,” “remained at” and “monthly price change,” and check spelling of key terms. This would make comparisons clearer and reduce repetition of general words such as “price” and “after that.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and longer sentences, and some basic clauses communicate the intended trend, for example, “Zinc was at 1% at first.” However, grammatical errors are frequent and sometimes make relationships between events unclear. Examples include “there are three metals were there,” “it keep declining,” “in june it was growing,” and “we was rose”; these show problems with clause structure, tense and subject–verb agreement. Articles, punctuation and sentence boundaries also need attention, as in “After that in june…” and the capitalised “After” following a comma. Practise forming complete sentences with a clear subject and past-tense verb, and use consistent punctuation. More accurate control of these basic patterns is needed before longer structures can be used reliably.

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