Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-10

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 5.5)

The table illustrates the statistics of injuries; fatal , serious and slight because of gun and knife crime and how much of percentage rise for each proportion of injury in the Great Britain between 1998 and 2007.

Overall, the slightly injured category accounted for the highest growth throughout the period. Whereas , fatal had experienced by lowest number of individals. In three of the four groups was unavailable in 2006-07 , with the fatal the only exception.

The fatal injuries started from 49 in [redacted phone] and slightly increased peaked at 95 by [redacted phone] than declined similarly the final year [redacted phone] with 58 cases and overall 58% rise, as compared to serious injuries rose much more sharply from 162 to 437 before declined to 411 and climbed to 476 in [redacted phone] , representing 194% increase.

slightly injuries climbed from 653 to 3,424 before declined 3,396 by [redacted phone] and increase of 405% the highest among others, similarly the total number of recorded cases rose from 864 to 3,912 before decreased slightly to 3,821 at the end and increase 342%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You provide a relevant overview by identifying slight injuries as the category with the greatest percentage increase and noting that fatal injuries were the only figures available for 2006–07. You also select useful comparisons, including the rise in total cases to 3,912 and the later fall to 3,821. However, some details are inaccurate: the fatal-injury increase is 18%, not 58%, and slight injuries fell to 3,296 in 2005–06, not 3,396. The serious-injury figures are also described as rising from 162 to 437, although the table shows a peak of 476 in 2005–06. The main features are covered, but checking figures carefully and explaining the overall trends more precisely would make the report more complete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and a paragraph presenting figures. This helps the reader follow the broad purpose of the report. However, progression within the final paragraph is difficult to track because fatal, serious, slight, and total figures are packed into one long sequence. Some linking is also awkward or unclear, particularly “Whereas, fatal…” and “as compared to serious injuries rose…”. Grouping the injury categories into clearer comparisons and using straightforward transitions such as “By contrast” or “Meanwhile” would improve the flow. Check that each sentence has a clear subject and that punctuation separates the comparisons cleanly.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing data, including “accounted for,” “declined,” “representing,” and “percentage rise.” This gives you a suitable foundation for an academic report. However, several choices are imprecise or unnatural, such as “slightly injured category,” “how much of percentage rise,” and “fatal had experienced by lowest number.” There are also spelling and form errors, including “individals,” which reduce the accuracy of the report. Aim for standard collocations such as “slight injuries,” “the percentage increase,” and “fatal injuries recorded the lowest figures.” More precise wording will help distinguish the number of cases from the percentage change.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons and clauses introduced by “whereas” and “before.” However, control is inconsistent, and several sentence structures are incomplete or difficult to follow. For example, “In three of the four groups was unavailable” lacks a clear grammatical subject, while “fatal had experienced by lowest number” has an incorrect verb construction. The long final paragraph also contains run-on comparisons, and punctuation around commas is often inaccurate. Practise building complete sentences with a clear subject and verb, for example, “Figures for three categories were unavailable in 2006–07.” Using shorter, well-controlled sentences before adding complex clauses will improve accuracy.

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