Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-05

IELTS Writing Task 1 question

The graphs below show the number of drivers in Britain who have been caught driving too fast by speed cameras placed on roads, and the number of people killed in road accidents, over an eight-year period since the introduction of speed cameras. The tables show the results of a survey on people's opinions on speed cameras.

Write a report for a university lecturer describing the information below.

SPEED CAMERA FINES and ROAD ACCIDENT FATALITIES

Student answer (Band 4.0)

The graphs give us information about the number of drivers caught on camers driving too fast, numbers of individuals killed in road accidents in the time period od eight years since the speed cameras had installed. The tables give us the conscequences of people's opnion on speed cameras

First we talk about speed camera fines, the graph of fines dramaticaly increase. In 1st year the fine was 200,000 pounds. Then slightly increasen 2nd year to 5th year and then the figures shows about 600,00 pounds. After 5th year the graph climed. In 6th year the amount was about 800,000 pounds. In 7th year we can see a massive jump in the graph the figures shows

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response fails to meet the minimum word count requirement of 150 words, stopping abruptly at only 115 words. Furthermore, the writing is incomplete and does not cover all parts of the task. While the student attempts to introduce the visual data and briefly begins describing the speed camera fines graph, the second main chart regarding road accident fatalities is entirely omitted, and none of the survey tables are discussed. The attempt to select and report main trends is very limited and cuts off mid-sentence in the second paragraph, meaning ideas are left minimal and underdeveloped. To improve, the student must ensure the response reaches the required word length and addresses every visual component provided in the prompt.

Coherence and Cohesion: Band 4.0

The response lacks a clear overall progression and suffers from abrupt interruptions due to the incomplete nature of the text. Paragraphing is poorly handled, with the writing divided into two very short blocks, the second of which trails off without finishing. Cohesive devices are minimal or awkwardly applied, such as the informal transition 'First we talk about speed camera fines', which sounds more like spoken conversation than an academic report. Reference words and logical links between sentences are largely absent. To achieve a higher band, the writer needs to organise information logically into well-structured paragraphs with clear introductions, body sections, and an overview, using appropriate cohesive links to guide the reader smoothly through the data.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, with several noticeable errors in word choice and spelling that indicate a limited range. Examples of spelling and word-form errors include 'camers' for cameras, 'od' for of, 'conscequences' for consequences, 'opnion' for opinions, and 'increasen' for increased. There are also unnatural phrasing choices, such as 'the graph of fines dramaticaly increase'. The range of vocabulary is barely adequate to convey the basic topic, and frequent lexical inaccuracies restrict the precision required for an academic task. To improve, the student should expand their working vocabulary for describing data trends and carefully check their spelling before finishing.

Grammatical Range and Accuracy: Band 4.5

The grammatical structures attempted are very simple and restricted, and frequent errors in basic sentence construction, verb forms, and prepositions impair clarity. Examples of structural and grammatical errors include 'numbers of individuals killed... in the time period od eight years since the speed cameras had installed' (passive/active confusion and missing articles) and 'In 1st year the fine was 200,000 pounds' (missing determiners). Because the text cuts off early, the range of complex structures is extremely limited. To progress, the student needs to practice forming accurate simple and complex sentences, paying careful attention to verb tenses, articles, and prepositions when describing statistical data.

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