Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-15

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 illustrates the number of fatal, serious and slight injuries caused by gun and knifes crime in Great Britain between 1998 and 2007, togather with the percentage increase in each category over the period.

Overall, the number of crime increase considerably during the period. Slight injuries accounted for the largest proportion of the case while fatal injuries showed the smallest increase.

In[redacted phone], there were 864 injuries including 49 falat cases, 162 serious injuries and 653 in slight injuries. The overall figure rose steadily over the following years, reaching 2367 in [redacted phone], it then sharply increase into 3912 in [redacted phone] before falling s

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the table’s subject and give a relevant overview: slight injuries were the most numerous, while fatal injuries had the smallest percentage increase. You also accurately report the 1998–99 figures and the total reaching 2,367 in 2003–04 before rising to 3,912 in 2004–05. However, the response stops mid-sentence (“before falling s”) and omits the later figures, the 2005–06 total, and most of the percentage comparisons. The overview’s claim that the number of crimes increased considerably is also broad, without noting the fall after the peak. At 95 words, the response is 55 words below the required minimum; this leaves the task only minimally addressed. Complete the summary and select key end-period trends and comparisons.

Coherence and Cohesion: Band 5.0

There is a basic, useful structure: an introduction, an overview beginning “Overall,” and a paragraph with figures from the first years. The sequence from the opening year to 2003–04 and then 2004–05 is understandable, and “before” signals a change in direction. However, the response ends abruptly in the middle of a sentence, so the progression is incomplete and the reader cannot see how the later data relate to the overview. The body paragraph also combines several figures in one long sentence, with a comma splice between “2003-2004” and “it then.” Use complete paragraphs to group the early figures and later changes, and connect comparisons clearly rather than relying on a single extended sentence.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing a table, including “illustrates,” “percentage increase,” “accounted for,” and “reaching.” These choices help communicate the topic and the main pattern. However, the range is limited and several noticeable spelling or word-choice errors reduce accuracy: “knifes crime,” “togather,” and “falat.” “Number of crime” is also an imprecise phrase for the figures shown, which are injuries rather than crime incidents. Aim for accurate, consistent terms such as “injuries” and “cases,” and check spelling before finishing. More precise trend language would also help distinguish a steady rise from the sharp increase in the total between 2003–04 and 2004–05.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more developed sentence forms. For example, the overview uses a contrast with “while,” and the final sentence attempts to describe a sequence of changes. However, errors are frequent enough to make some sentences awkward or difficult to follow. In “the number of crime increase considerably,” the verb does not agree with the singular subject and the tense is inconsistent with the past period. “It then sharply increase” has a similar verb-form problem, while the comma joining the 2003–04 figure to “it then” creates a run-on sentence. The final sentence is incomplete. Use past-tense verbs consistently, check subject–verb agreement, and divide long sequences into complete sentences with appropriate punctuation.

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