Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-08-27

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 4.5)

SO FROM 1998 TO 1999 IN ONE YEAR THE TOTAL NUMBER OF FATAL,SERIOUS AND SLIGHT WAS 864 IN EHICH THERE WAS 49 FATAL 162 SERIOUS AND 653 SLIGHT IN WHICH SLIGHT WAS HAVING HIGHER RATIO BUT AFTER THIS YEAR IT BECOMES WORST IN 1999 TO 2000 THE RATE WAS VERY MUCH HIGH THE TOTAL BECOMES 1195 AND ALSO THE FATAL BECOME 62,SERIOUD 200 AND SLIGHT BECAME 933 WHICH WAS HIGHEST AFTER THIS THE SITUATION BECOME MORE WORST IN BETWEEN 2000 TO 2001 AS IT BECOME 72,244 AND 1066 WITH THE TOTAL REACHING TO 1382 WHICH WAS HIGHEST AMONG THE PREVIOUS RECORDS THEN YEAR BY YEAR IT WAS BECOMING HIGH TO HIGH AS IN BETWEEN 2001 TO 2002 TOTAL WAS 1877 FROM 2002 TO 2003 IT WAS 2179 FROM 2003 TO 2004 IT WAS 2367 FROM 2004 TO 2005 IT WAS 3912 FROM 2005 TO 2006 IT WAS 3821 THE SIGNAFICUNT INCREASE IS SHOWING US THE 342 PERCENT UNDESCRIBABLE IT MUST BE DECREASED BUT UNFORTUNATELY ITS INCREASING AND THERE IS NO STOP TO IT THE INCREASE IN FATAL WAS 18% , THE INCREASE IN SERIOUS WAS 194% AND THE INCREASE IN SLIGHT WAS 405% WHICH IS WORST OF ALL

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the data, including the total figures and the percentage increases. However, the presentation is problematic. The report lacks a clear structure, such as an introduction or a summary of trends, and instead reads as a continuous, repetitive list of figures. The inclusion of personal opinions, such as 'it must be decreased but unfortunately its increasing', is inappropriate for an Academic Task 1 report, which requires an objective, analytical tone. While the key data points are identified, the lack of formal reporting style and the inclusion of subjective commentary prevent the response from reaching a higher band.

Coherence and Cohesion — Band 4.0

The text is written as a single, long paragraph without any logical division. There is a lack of cohesive devices to link ideas; instead, the writer relies on repetitive phrases like 'from... to...' and 'the total becomes'. The progression of ideas is mechanical and lacks flow, making the text difficult to follow. There is no clear paragraphing, and the absence of punctuation, such as full stops to separate sentences, significantly hinders the readability of the report. The overall organisation is inadequate for an academic task.

Lexical Resource — Band 4.5

The vocabulary is very limited and repetitive. The writer uses basic terms like 'high', 'highest', and 'worst' repeatedly to describe the data, failing to use more precise academic vocabulary such as 'significant', 'dramatic', or 'fluctuated'. There are also spelling errors, such as 'EHICH' (which), 'SERIOUD' (serious), and 'SIGNAFICUNT' (significant). The range of vocabulary is insufficient to convey the data with the necessary precision required for this task.

Grammatical Range and Accuracy — Band 4.0

The grammatical control is weak. The entire response is essentially one long, run-on sentence, lacking basic punctuation like full stops or commas to separate clauses. This makes the text extremely difficult to parse. There are frequent errors in verb tense and subject-verb agreement, such as 'the situation become more worst' and 'the total becomes'. The lack of complex sentence structures and the persistent errors in basic grammar and punctuation significantly impede communication.

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