Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-05

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)

This table illustrates the Great Britain -Gun and knife statistics from1998 to 2007

The amount of people that are fatal, slightly injuried and in serious condition resulting from knife and gun, The proportion increases in the table for each degree of injury over time.

As we see the total percentages in table in year 2006 to 2007 the rate of people is high which is 3821, while from the year 1998 to 1999 the total percentage is less which is 864, moreovwe from 1999 to 2006 the total percentages come in between.And tje toatl proportion taht increase from 1998 to 2007 is 342%.

Now if we talk about the fatal cases, the high fatal cases is from 2001 to 2003 and the low fatal cases are from 1998 to 1999 which is same as 2005 to 2006 cases. And if we see percentage taht is icreased from 1998 to 12007 is 18%.

Now going towards serious cases, highest cases are from 2005 to 2007 which is 476 meanwhile the less serious cases are in the year 1998 to 1999, In addition the total percentage that is increase is 194%.

lets move towards slightly injuired highest cases are discoverd from 2005 to 2007 and the lowest cases start from the year 1998 to 1999 and the total percentage that increase fromm 1998 to 2007 is 405%.

One important thing to be noticed is that, there is no case of serious, slight from the year 2006 to 2007.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response partially addresses the task by attempting to report some main features and figures from the table. However, there are significant inaccuracies in the interpretation of the data, such as confusing totals with percentages in the opening paragraph and misinterpreting the date ranges (e.g., writing '2005 to 2007' when the table lists 2005–2006 and 2006–2007). While an overview is attempted, it is confused and lacks clarity. The student presents some relevant data points, but key comparisons are underdeveloped or incorrectly stated, leading to a restricted coverage of the information provided in the prompt.

Coherence and Cohesion: Band 5.5

The response exhibits some organization through the division of paragraphs into general trends, fatal cases, serious cases, and slight injuries, but there is no clear overall progression or logical structure. Cohesive devices are used mechanically and repetitively, such as 'Now if we talk about', 'Now going towards', and 'lets move towards', which creates a disjointed reading experience. Referencing is frequently unclear, and paragraphing is underdeveloped, resulting in a text that lacks a smooth flow of ideas from start to finish.

Lexical Resource: Band 4.5

The vocabulary used is limited and minimally adequate for the task, with frequent word choice and word form errors. Expressions like 'slightly injuried' (injured), 'toatl proportion taht increase', and 'discoverd' demonstrate a restricted control over word forms and spelling. The writer attempts some less common vocabulary related to the topic of crime and statistics, but noticeable inaccuracies, such as using 'proportion' and 'percentage' interchangeably and incorrectly, cause some difficulty for the reader and prevent clearer communication of the data.

Grammatical Range and Accuracy: Band 4.5

The writer uses a limited range of sentence structures, and attempts at complex sentences are frequently faulty. There are persistent grammatical errors throughout the text, including missing auxiliary verbs ('that are fatal'), incorrect verb tenses, and issues with subject-verb agreement (e.g., 'the high fatal cases is'). Punctuation and article usage are also weak, with run-on sentences and missing articles before nouns. These frequent errors cause strain and difficulty for the reader, although the general meaning of which category is being discussed usually remains just about decipherable.

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