Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-26

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 5.0)

The tabuler data depicts the number of deadly, serious and minor injuries occurs form the different wepons in crime of great britain between 1998 to 2007. Pecentage showcases the evolution of injury over the time.

Overall, Data suggest that fatal case is least. in contrary, Slight injury cases are increased yearly. In [redacted phone] period are recorded large number of cases.

Most interesting, In the year [redacted phone] range, there were 0% crime in serious and slight pain category. Early 19's showcase leaset cases compares to 20's. [redacted phone], data comes with 3912 total case in single year. which is the largest number among the all years.

lethal case increased 18%, in the year [redacted phone], Whereas serious casea are rose up 194% which is almost half of the normal injury with 405%. It described that minor injuries were exteremly occured between [redacted phone]. Overall statistic showcase 342% damge showcases compare than 1998/99-2005/06. Lowest data of crime spotted in early 19's. then after cases are increase till 2006/07.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by summarizing the provided data, but it fails to accurately report the key features. The interpretation of the data is inconsistent and contains factual errors, such as the claim that there was '0% crime' in 2006-2007, which is not supported by the provided statistics. The overview is vague and does not clearly highlight the main trends or significant comparisons between the categories of injury. While the response identifies some figures, the lack of precision and the misinterpretation of the data mean that the main features are not adequately covered or highlighted.

Coherence and Cohesion — Band 5.0

The essay is organized into paragraphs, but the logical progression of ideas is weak. The use of cohesive devices is often mechanical or inaccurate, such as 'In contrary' and 'Most interesting', which do not effectively link the sentences. Referencing is sometimes unclear, making it difficult for the reader to follow the comparison between different years. The transition between the overview and the body paragraphs is abrupt, and the internal structure of the paragraphs lacks a clear focus, resulting in a disjointed presentation of the statistical information.

Lexical Resource — Band 5.0

The vocabulary range is limited and often inaccurate. There are frequent spelling errors (e.g., 'tabuler', 'wepons', 'Pecentage', 'leaset', 'exteremly') and word choice issues (e.g., 'slight pain category', 'damge showcases'). The student relies on basic terminology and struggles to use academic collocations appropriate for describing data trends. While the meaning is generally discernible, the persistent errors in spelling and word formation hinder the overall quality of the writing and prevent the use of more sophisticated lexical items.

Grammatical Range and Accuracy — Band 5.0

The response contains a high frequency of grammatical errors that frequently impede communication. There are consistent issues with subject-verb agreement (e.g., 'Data suggest', 'cases are increase'), article usage, and sentence structure. Many sentences are fragmented or lack proper punctuation, such as 'In 2004-2005 period are recorded large number of cases.' The range of structures is very limited, consisting mostly of simple sentences with errors in tense and word order. These persistent errors make the text difficult to read and demonstrate a lack of control over basic grammatical rules.

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