Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-30

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 chart illustrates the number of fatal, serious and slight injuries resulting from and knife crime in Great Britain from 1008 to 2007 and the propotion rise for each degree of injury over the time.

Overall, we can see that great Britain- gun and knife statistics slight was the peak number and the lowest number was fatal. [redacted phone] was the highest number of slight and [redacted phone] was the peak number of serious. Fatal was the peak number in [redacted phone].

In term of fatal, fatal was the lowest crime of number in all time. First number of fatal 49 in [redacted phone] degree of injury. After that the number of increased in [redacted phone] to 2001 . But [redacted phone] decreased the number of fatal and the number 80 and the number had to fall untill [redacted phone].Although the number was rise in the last time and the number 58 in [redacted phone].

In serious crime, the beganing of serious crime number was 162 in [redacted phone]. BUt the number increased in [redacted phone] to [redacted phone] and which number was 200, 244, 392, 416 and 437. The number decreased just in [redacted phone]. The last number was 467 in [redacted phone] which was thge

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies some relevant features, including that slight injuries were the most numerous and fatal injuries the least, and it notes the fatal-injury peak in 2001–2002. However, coverage is incomplete: the account stops partway through the serious-injury discussion and does not describe the slight-injury figures or the overall total, despite these being major features of the table. Some details are inaccurate: serious injuries peak at 476 in 2005–2006, not 467 in 2006–2007; no serious-injury figure is provided for 2006–2007. The overview also incorrectly calls 2006–2007 the peak for serious injuries. To improve, give a clear overview of the main trends and compare the categories using accurate figures, including the substantial rise in slight injuries.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for fatal and serious injuries. This gives the reader some sense of how the information is being organised. However, progression is weakened by repetition, such as repeatedly saying “the number,” and by unclear links between time periods. Phrases such as “in 1999-2000 to 2001” and “the number had to fall” do not make the sequence of changes easy to follow. The serious-injury paragraph ends abruptly, leaving the report unfinished. Use clearer chronological comparisons and linking expressions, and ensure each paragraph develops a complete point before moving on.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “fatal,” “serious,” “slight,” “increased,” and “decreased,” so the basic subject is generally identifiable. However, the range is limited and several word choices or collocations are inaccurate or awkward, including “table chart,” “the peak number,” and “the lowest crime of number.” There are also noticeable spelling errors, such as “propotion,” “beganing,” and “thge,” which reduce clarity and control. Aim for precise terms such as “number of injuries,” “highest figure,” and “proportionate increase,” and check spelling carefully. Avoid repeating “number” by using suitable alternatives such as “figure” or “total” where appropriate.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentence forms, for example, “After that the number of increased in 1999-2000 to 2001,” but the longer constructions are often faulty. Errors in verb forms and sentence structure occur in phrases such as “the number of increased” and “the number increased … and which number was,” while missing or incorrect articles and prepositions also affect clarity. Some sentences lack clear punctuation or are joined in ways that make the relationship between ideas difficult to understand. The basic meaning can often be recovered, but frequent errors limit accuracy. Practise writing short, complete comparisons first, then combine them with accurate clauses using “while,” “whereas,” or “before.”

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