Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-09-27
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 4.0)
The table illustrates the ratio of fatal, serious and slight injuries consequences of gun and knife crime in Great Britain from 1998 to 2007 and the increase proportion for each degree of injuiry over the teneur.
intially, the fatal injuries are comaparatively less than other injuires and it had slightly increased over the time but in 2003 to 200 the ratio started to decrease with some ups and downs the proprtion is 18 percent which is quiet good. Serious crimes are the second highest in the table with the starting ratio of 162 with the passage of time this ratio is gradually increased and the proportion is 194. The third in the table is slight starting from 653 and it had increased a lot over the years with the proportion of 405. Ultimately the total of all the criminal activities ratio has increased significantly with the total percentage of 342 which is very concerning and astonishing.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 4.5
The response attempts to summarise the data, but it falls short in several key areas. While the writer mentions the overall trends for fatal, serious, and slight injuries, the selection of data is erratic and lacks precision. For example, numbers such as '162' for serious crimes or '653' for slight crimes are mentioned, but the overview is vague and missing critical context. The conclusion regarding the overall percentage increase ('342') is noted, but the lack of paragraphing and poor selection of figures prevent a fully developed response. The writer covers some parts of the prompt but fails to make meaningful comparisons between the categories as requested by the task instructions.
Coherence and Cohesion: Band 4.0
The essay lacks proper paragraphing, presented instead as a single, dense block of text, which severely hampers readability and structural progression. Although some basic cohesive devices like 'intially', 'with the passage of time', and 'Ultimately' are used, their mechanical nature and incorrect punctuation do not compensate for the absence of a logical organisational structure. The transition between ideas is abrupt, and referencing is often unclear, making it difficult to follow the progression of data across the years.
Lexical Resource: Band 4.0
Lexical range and control are quite limited. The response contains numerous spelling errors, such as 'injuiry', 'teneur', 'intially', 'comaparatively', 'injuires', and 'proprtion'. Furthermore, there is awkward word choice and unnatural phrasing, such as 'ratio of fatal, serious and slight injuries consequences' and 'which is quiet good'. While the student attempts some less common vocabulary, inaccuracies in spelling and word choice frequently impede communication and place the response firmly in the lower band categories.
Grammatical Range and Accuracy: Band 4.0
The grammatical range is extremely limited, relying heavily on simple or poorly structured complex sentences that contain frequent basic errors. Run-on sentences are prevalent, such as 'Serious crimes are the second highest in the table with the starting ratio of 162 with the passage of time this ratio is gradually increased and the proportion is 194.' Punctuation and capitalisation are largely ignored, with missing periods and commas, and lower-case letters beginning sentences. These frequent errors cause significant difficulty for the reader.
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