Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-11-05

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 4.0)

The given table shows the number of fatal ,serious and slight and the total numbers of Great Britian - Gun and Knife crime statistics _1998 _2007 . Overall it is clear that there are difference among the categories shown in the table . First the degree of year in [redacted phone] the fatal is 49 serious is 162 slight is 653 and the total is 864 . In [redacted phone] the fatal is 62 serious is 200 slight is 933 and the sub total is 1195 . In [redacted phone] fatal is 72 serious is 244 the slight is 1066 and the total is 1382 . In [redacted phone] fatal is 95 serious is 392 the slight is 1390 and the total is 1877 . In [redacted phone] the fatal is 80 the slight is 1683 the serious is 416 and the subtotal 2179 . In [redacted phone] the fatal is 77 the serious is 411 the slight is 3424 and the total is 3912 .In [redacted phone] the fatal is 58 serious is nothing the slight is nothing and the total is nothing . The table shows the percentage in the all categories .

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the table’s subject and report several figures accurately, including the 1998–99 values and the totals through 2002–03. However, the response is mainly a sequence of data rather than a summary of the main features: the overview, “there are difference among the categories,” does not explain the key trends or contrasts. Important information is omitted, including 2003–04, 2005–06, and the percentage increases; the final claim that the table shows percentages is not developed. You also describe the dashes for 2006–07 as “nothing,” although they indicate that figures are not provided, not zero. Select the overall rise in injuries and the much larger increases in slight and serious cases, then support these with representative figures.

Coherence and Cohesion: Band 4.0

The response follows a broadly chronological order, so readers can trace several years, and the opening and closing sentences give it a basic frame. However, almost all the information is placed in one long paragraph, with each year introduced in the same way. This creates a list-like progression rather than grouping related information or highlighting comparisons. The transition “Overall” introduces an overview, but the statement that there are differences does not guide the reader through the data. Improve the organisation by using a separate overview paragraph, then grouping the figures into meaningful trends—for example, the steady rise in slight injuries and the changes in fatal cases. Use linking phrases to show contrast and change, rather than repeating “In [year]” throughout.

Lexical Resource: Band 4.5

You use relevant basic terms such as “fatal,” “serious,” “slight,” “total,” and “percentage,” which make the subject understandable. There is some variation in referring to totals, with “total” and “sub total,” but the vocabulary remains repetitive and several expressions are inaccurate or awkward. “The degree of year” does not clearly describe the table’s time periods, and “the table shows the percentage in the all categories” is imprecise. “Nothing” is also not an appropriate description of the dashes in the final row. Aim for accurate data-reporting language such as “injuries,” “figures,” “rose,” “reached,” and “was not reported.” Check spelling and presentation of names and labels, including “Britain,” and avoid unnecessary punctuation within phrases.

Grammatical Range and Accuracy: Band 4.5

Most of the response uses simple sentence patterns, particularly repeated constructions such as “In 1999-2000 the fatal is 62.” The meaning of many figures can still be followed, but tense and sentence formation are not consistently controlled. Since the table reports past data, use past forms such as “there were 62 fatal injuries” rather than “the fatal is 62.” The opening sentence also has an unclear structure, while the long sequence of figures relies on comma-like pauses without consistently complete, well-punctuated sentences. There is little evidence of varied complex structures. Practise forming complete sentences with a clear subject and verb, and combine related figures using accurate clauses—for example, “Fatal injuries rose to 95 in 2001–02, before falling to 80 the following year.”

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