Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-17

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)

These graph illustrate the driver in England caught by cameras while overspeed, and the people who killed in road accident above an eight year period since the introduction of speed cameras. The table illustrates the decision on peoples choice on speed cameras.

Overall, the fines for over speed in first year is very limited which is increased year by year. There is minor change in fine from first to five year but mostly high fine is in eight which is very high amount.

In road accident, there is no a lot of changes as in fine , it remain almost same but there is little change from first year to eight.There is minor ups and downs in road accidents.

Speed camera fine is about to 200,000 in first year which is further goes up in all the years ,there is fine which goes upwards in small amount to six year but there is a lot change in last three year. In 8 year, fine goes to 1,600,000 which is the highest amount.

Road accidents, goes up and down according to years, it is approximately around to 3,000 to 3,500.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the broad contrast in the graphs: fines rise substantially, while fatalities fluctuate within a relatively narrow range. It also gives some relevant figures, including about 200,000 fines in Year 1 and 1,600,000 in Year 8. However, the report omits the survey tables entirely, despite their three questions and clear majorities, so it covers only part of the task. Some descriptions are also imprecise: fines do not rise steadily by small amounts throughout, since the increase becomes especially sharp in the final years. The overview is present but limited and repetitive. To improve, summarise the survey’s main findings and select accurate comparisons from both graphs, rather than describing the data generally.

Coherence and Cohesion: Band 4.0

The response has a basic paragraph structure, moving from an introduction to an overview and then separate descriptions of fines and fatalities. This gives the reader a recognisable sequence, and phrases such as “In road accident” signal a change of focus. However, progression is weakened by repetition: the overview says fines increase year by year, and the next paragraph repeats that they go upwards. The survey information is not integrated at all, leaving a major gap in the report’s organisation. Some links between ideas are unclear, as in “there is fine which goes upwards in small amount to six year but there is a lot change in last three year.” Group the key trends and survey results into clear paragraphs, and use more precise referencing and transitions.

Lexical Resource: Band 4.5

The response uses some task-relevant vocabulary, including “fines,” “road accidents,” “approximately,” and “ups and downs,” so the main subject is generally understandable. However, word choice and collocation are often inaccurate or repetitive: “while overspeed,” “high fine,” and “a lot change” do not express the intended meanings naturally. “Decision on peoples choice” is also unclear, and “fine” is repeated where terms such as “number of fines” or “recorded offences” would be more precise. Spelling and word-form control also need attention, including “peoples” and “eight year.” Build a small range of accurate trend language—such as “rose sharply,” “remained broadly stable,” and “fluctuated”—and use it consistently.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and longer sentence forms, and the reader can usually identify the intended comparisons. However, grammatical errors occur throughout and often make sentences awkward or unclear. For example, “These graph illustrate” has a number-agreement error, while “the people who killed in road accident” lacks the correct passive construction and articles. Verb forms and sentence patterns are also unreliable in “which is further goes up” and “it remain almost same.” Punctuation and spacing are inconsistent, particularly around sentence boundaries. Practise accurate subject–verb agreement, articles, and past-tense descriptions of the completed period. Short, well-controlled sentences would help establish accuracy before adding more complex comparisons.

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