Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-11-14

IELTS Writing Task 1 question

The table shows the number of fatal, serious and slight injuries resulting from gun and knife crime in Great Britain from 1998 to 2007 and the percentage increase for each degree of injury over the period.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Great Britain - Gun and Knife Crime statistics - 1998-2007

Student answer (Band 4.0)

This table ilustrates the fatal,serious and slight injuries resulting from gun and knife crime in great britain from 1998 to 2007. The percentage in 1998 to 1999 are forty nine fatal,162 are in serious condition and 653 are a bit injuried.So,there are 864 fatals occured.Now,number of death occured from 1999 to 2000 are 49 in fatal.there are 200 in seriuos condition and 933 are in slight injured.therefore there are 1195 death occured.Now from [redacted phone] there are 72 fatals,244 are in serious condions,1066 are in slight injured and total death seemed to be [redacted phone]- 2002,the fatals are 95 ,392 are in serious condition ,1066 are slight injured and total deathes are 1877.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the table’s subject and reports several figures from the early years, including 49 fatal injuries and 864 total cases in 1998–99. However, it does not provide an overview of the main trends or compare the injury categories across the period. Some data are also misreported: for 1999–2000, fatalities were 62, not 49; and in 2001–02, slight injuries were 1,390, not 1,066. The response stops after 2001–02, omitting the later years and the substantial rise in slight injuries and total cases. It contains 94 words, below the required 150; 18 words copied from the task prompt were not counted. To improve, include a concise overview and select accurate comparisons spanning the full period.

Coherence and Cohesion: Band 4.0

The figures are presented in chronological order, and basic linking expressions such as “therefore” and “Now” show an attempt to connect information. However, the response is one continuous paragraph, with no clear separation between an introduction, overview and supporting details. Repeated transitions such as “Now from” make the progression sound like a list rather than a structured summary, while “So” and “therefore” do not always express a clear relationship between the figures. The repeated use of “there are” also makes the account monotonous. Organise the response into paragraphs and group related information—for example, describe the overall trend first, then compare the injury categories and totals using clear references to the relevant years.

Lexical Resource: Band 4.5

The response uses some relevant vocabulary, including “fatal,” “serious condition,” “slight injured” and “total,” so the reader can generally identify the categories being discussed. However, the range is narrow and several expressions are inaccurate or unnatural for describing statistics. “A bit injuried” is informal and unclear, while “fatals” and “deathes” are not appropriate forms for these figures; the table records injuries, not simply deaths. Spelling errors such as “ilustrates,” “seriuos” and “condions” also reduce accuracy. Use standard category labels consistently, such as “fatal injuries,” “serious injuries” and “slight injuries,” and vary reporting verbs with precise choices such as “stood at,” “rose to” and “increased.”

Grammatical Range and Accuracy: Band 4.5

The response mainly uses simple sentence patterns, with a few attempts to connect clauses using “so” and “therefore.” These structures communicate some figures, but control is uneven. For example, “The percentage in 1998 to 1999 are forty nine fatal” has an incorrect subject–verb relationship and does not form a clear grammatical description of the data. In “there are 864 fatals occured,” the verb construction is faulty, and the sentence lacks appropriate punctuation. Commas are often missing after introductory year references, and spacing around punctuation is inconsistent. Build accurate sentences around a clear subject and verb—for example, “There were 49 fatal injuries in 1998–99”—then practise combining comparisons with clauses such as “while” or “whereas.”

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