Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-08-13
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)
Gun and knife crime statics there is lots of people from 1998 to 2007 who will be injured by knife and gun crime and Some of them will no more and some are serious in 1998 to 1999 there is 49 Fatal 152 serious and 653 are slight total 864 persons was harmed by gun and knife and over the years these numbers were increases day by day and from 1998 to 2007 there is i64 to 3821 were increases and woth this data we know that the crime was also increases or this percentage will.increases over the decades or from 1998 - 2007 fatal 18 serious 194 slight 405 are in percentage told about that increases in percentage per year so this the final conclusion of Great Britain gun and knife statics from 1998 to 2007 and many people from this data was expired and new numbers were added.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response fails to adequately address the task. While it mentions the topic of gun and knife crime, it does not provide a clear summary of the main features or trends. The data presented is fragmented, inaccurate, and lacks a logical structure. For instance, the statement 'some of them will no more' is unclear, and the attempt to report figures is confusing, as the numbers cited do not clearly align with the provided data. The response lacks an overview and fails to make meaningful comparisons between the categories of injury or the trends over the decade. Consequently, the information is not presented in a way that allows the reader to understand the key trends in the data.
Coherence and Cohesion — Band 4.0
The response lacks logical organization and progression. It is written as a single, run-on paragraph with no clear structure or paragraphing. There is a lack of cohesive devices to link ideas; instead, the sentences are strung together with 'and' or 'or', making the text difficult to follow. Referencing is unclear, and the progression of ideas is erratic, moving between years and statistics without a coherent narrative. The lack of punctuation and proper sentence boundaries further hinders the flow of information, making it challenging for the reader to identify the main points or the relationship between the data points provided.
Lexical Resource — Band 4.0
The vocabulary is very limited and often inappropriate for an academic report. There is frequent misuse of words, such as 'statics' instead of 'statistics', 'no more' instead of 'deceased' or 'fatalities', and 'expired' to describe people, which is contextually incorrect. The range of vocabulary is insufficient to convey the data accurately. The student relies on basic, repetitive language and struggles to use terminology related to data analysis, such as 'trend', 'fluctuation', or 'proportion'. These errors and the limited range significantly impede communication and prevent the student from expressing ideas with precision.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that distort meaning. There is a lack of sentence control, with many run-on sentences and a complete absence of proper punctuation. Verb tense usage is inconsistent, such as 'these numbers were increases' and 'the crime was also increases'. Subject-verb agreement is frequently incorrect, and the sentence structures are simplistic and often fragmented. The lack of complex structures and the high frequency of basic errors make the text difficult to read and understand. The student struggles to form coherent, grammatically correct sentences, which is a significant barrier to effective communication.
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