Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-04
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 table compares the number of fatal, serious and minor injuries resulting from gun and knife crime and the proportion rise for each degree of injury in Great Britain between 1998 and 2007.
Overall, the percentage of slight injuries increased over the period. The number of total injuries rose maximum from 2004 to 2005, whereas the number of fatal injuries was less from all others.
To begin with, the number of fatal, serious and slight injuries accounted for 49, 162 and 653 respectively from 1998 to1999. The figure for serious and minor injuries rose considerably in upcoming years. The number of fatal injuries fluctuated over the period such as 95 to 80 from 2001 to 2003.
Moving on, the total number of injuries climbed from 864 to 3821 over the ten-year period. Moreover, the percentage increase of fatal, serious and minor injuries comprised 18, 194 and 405 respectively from 1998 to 2007.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response sits below the minimum word count of 150 words, falling short at 144 words. Regarding content, the student attempts to summarise the table, but the selection of data is incomplete and contains inaccuracies. The overview mentions that the percentage of slight injuries increased and highlights a rise from 2004 to 2005, but it misses several key features and overall trends. Furthermore, some data points are misreported or partially generalised, such as stating the percentage increase for fatal, serious, and minor injuries without clearly contextualising the final year data correctly against the table headers. Ideas are limited and under-developed, leaving parts of the visual data unaddressed.
Coherence and Cohesion: Band 5.5
The text demonstrates some general organization, attempting a standard paragraph structure with an introduction, overview, and body paragraphs. However, there is no clear overall progression throughout the response. Cohesive devices are used mechanically and sometimes inaccurately, such as abrupt transitional phrases like 'To begin with' and 'Moving on'. Paragraphing is attempted, but the logical flow between sentences is occasionally disjointed, making it hard for the reader to follow a cohesive line of comparison across the multi-year dataset.
Lexical Resource: Band 5.5
The vocabulary used is limited but minimally adequate for basic communication. The student attempts some less common vocabulary, such as 'proportion rise', 'considerably', and 'fluctuated', but these choices reveal awkward collocations or slight lexical inaccuracies. There are also occasional word-choice issues, such as substituting 'minor injuries' for 'slight injuries' (though partially acceptable, consistency with the table's terms is weak). Spelling is generally accurate, but the restricted range of vocabulary and repetitive phrasing constrain the effectiveness of the response.
Grammatical Range and Accuracy: Band 5.0
The writer uses a limited range of sentence structures, primarily relying on simple sentences and basic compound structures. Attempts at complex sentences are relatively scarce. There are frequent errors in grammar and punctuation that can cause some difficulty for the reader, such as awkward prepositions and phrasing ('was less from all others' instead of 'was lower than all others'). Subject-verb agreement and article usage also exhibit occasional slips, reflecting a restricted control over more advanced grammatical patterns.
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