Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-29

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)

In the table there are the demonstrations of fatal, serious and slight injuries resulting from gun and knofe crime in great britain from the year of 1998 to 2007.

Overall, The number of fatal, serious and slight is grow soarly from the starting year to the end.on the other hand the items is calculated in to the percentage forms.

Firstly, in the starting year slight is in the form of hundred numbers and in the year of 2001 it is converted in to the form of thousend.Although we can not see that much change in the injuries from fatal. it only sover a samm increment on the whole duration of time while, on the other hand the slight is groeath vary rapidly then the others case.

Just like that the serious condition is also increases but the rate is at the middle of the other two injuries type.

on the other hand, at last the percentage is show which is slearly illustrated the year where the incriment of this things. First, from the year of 98/99 - 2005/06 or 06/07 the fatal injuries is 18 % increase, serious injuries is 194% increases and the slight injuries is 405% increase respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the table’s subject and attempt an overview, noting that injuries generally increased and that slight injuries rose more rapidly than fatal injuries. You also report the percentage increases for fatal, serious and slight injuries accurately. However, the overview is imprecise: the figures do not rise steadily throughout, and the total is omitted. The response also misses important comparisons, such as slight injuries being the largest category and the sharp jump in slight injuries from 1,862 to 3,424 in 2004–05, followed by a small fall. Serious injuries rose overall but fluctuated, while fatal injuries peaked at 95 before ending at 58. Select and compare these key features more clearly, and avoid implying that every category increased continuously.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, moving from an introduction and overview to details and then the percentage figures. Sequencing words such as “Firstly” and “on the other hand” show an attempt to guide the reader. However, progression is not consistently clear: the discussion shifts between injury categories and years without a systematic comparison, and “on the other hand” is repeated where the relationship is not always a contrast. References such as “the items” and “this things” are unclear, while the final paragraph does not connect the percentages to the earlier trends. Organise the body by comparing the categories or by describing the overall trend first, and use linking phrases only when their logical relationship is clear.

Lexical Resource: Band 4.5

You use some relevant task vocabulary, including “fatal,” “serious,” “slight injuries,” “percentage,” and “increase,” so the topic is generally recognisable. However, the range is limited and several inaccurate or misspelled choices make the account difficult to read, including “knofe,” “soarly,” “thousend,” “sover,” and “slear[l]y.” Phrases such as “the serious condition” and “the rate is at the middle” are also imprecise for describing data. Aim for accurate, conventional collocations such as “the number of serious injuries” and “rose at a moderate rate.” Proofreading spelling and choosing precise trend language would make your comparisons clearer and more appropriate for an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a contrast introduced by “Although” and a comparison using “while.” However, control is inconsistent, and errors often make relationships between ideas unclear. For example, “The number … is grow” has incorrect verb form and agreement, while “the items is calculated” also has subject–verb disagreement and an unclear construction. Articles and sentence boundaries are frequently problematic, as in “Although we can not see that much change in the injuries from fatal. it only…” and “the slight is groeath vary rapidly.” Practise forming complete sentences with a clear subject and verb, maintaining consistent tense, and checking agreement, articles and punctuation. These corrections will help your intended comparisons come through.

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