Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-20

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 lines illustrates the average monthly shift in the amount of three metals during 2014.

Nickel shows 6% change in january,copper demonstrate 2% shift in prices and zinc illustrates 1% transfomation in costs.

Overall nickel shows 6% change in costs but in month of feburary it gradually decease to 4% and 1% in May and it fall to 3% in july and again sharply peaked at 1%.Furthermore, copper shows 2% of price change but afterthat it gradually decreased to 0% and then again goes to 2%.Between nickel and copper , Zinc demonstrated the price change in january of 1% but gradually it fluctuates and then again it fall to -1%.

so we concluded that among all of them the the more prices change is shown by nickel that in the start of month it is 6% but as time passes it gradually decreases and become to point of 1% and then fall more rapidly to -3% it means that among all of them nickel shows more changes in costs.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the three metals and include some relevant figures, such as nickel’s 6% rise in January and copper’s 2% change. However, the report only partially summarises the graph: it does not give a clear, accurate overview of the main pattern across the year, and several details are misreported. For example, nickel falls to -3% in June, not July, and then rises to -1% in July before reaching 1% in November and December; the claim that copper “again goes to 2%” is also inaccurate, as it ends at about 1.5%. Select the key highs, lows and shared movements, and check each comparison against the chart.

Coherence and Cohesion: Band 4.5

There is some organisation: the response begins by introducing the graph and then discusses individual metals, with “Overall” and “Furthermore” attempting to connect ideas. However, the progression is difficult to follow because the overview is mixed with detailed figures, and the final sentence repeats the claim that nickel changes the most. Connections between points are sometimes unclear, as in “Between nickel and copper, Zinc demonstrated…” A clearer structure would use a brief introduction, a separate overview of the main trends, and one or two paragraphs comparing the metals. Use linking words only where they show a precise relationship, rather than relying on repeated “but” and “then.”

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “change,” “decreased,” “fluctuates” and “peaked,” so the reader can generally identify the topic. However, the range is limited and several choices are inaccurate or repetitive: “amount” does not describe a percentage price movement, while “transfomation in costs” and “price change” are awkward or unclear. Spelling errors such as “feburary” and “decease” also reduce precision. Aim for accurate terms such as “monthly percentage change,” “rose,” “fell,” “remained stable” and “recovered.” Varying these expressions and using them with the correct meaning would make the account clearer and more suitable for describing a graph.

Grammatical Range and Accuracy: Band 5.0

The response attempts to combine ideas in longer sentences, for example with “but” and “and,” but these structures are often difficult to control. Subject–verb agreement is inconsistent: “The graph lines illustrates” and “copper demonstrate” should use matching plural or singular forms. Tense and sentence construction also cause problems in phrases such as “it gradually decease” and “it fall to -3%.” Punctuation is frequently missing or misplaced, including spaces after commas and the capitalisation of “so” at the start of the final sentence. These errors sometimes make the sequence of events hard to interpret. Practise accurate simple past-tense sentences first, then connect them with controlled clauses.

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