Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-18

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 frist line graph illustrates the people how has catch by camera fines wheil the second line graph show us road accident fatalities over eight years in britain.

to start with, we observe that every years camera fines catch more people than the last years, but that didn't reduce the numbers of road accidents, at frist years they catch about [redacted phone] persons and every years the number was grow until they catch [redacted phone] human but that didn't achieve the desired result because the number of accidents overall 8 years it was between 3000 and 3400 and considered a huge number of accidents, i think the means reson for fene

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the two line graphs and gives a relevant overall comparison: fines rose while fatalities did not fall. It also reports the approximate starting and ending fine figures and describes fatalities as remaining around 3,000–3,400, which broadly matches the chart. However, the report is very incomplete: it does not describe the survey tables, including the major findings that 60% thought cameras did not reduce accidents and 71% believed revenue was the main reason for installation. The final sentence is unfinished, and the response contains only 109 words, below the required 150. Include an overview and cover the key information from both the graphs and all three survey questions.

Coherence and Cohesion: Band 4.0

There is a basic sequence: the opening identifies the graphs, followed by a paragraph describing the trends. Linking phrases such as “to start with,” “but,” and “because” show an attempt to connect ideas. However, the response is presented as one continuous block, with no clear separation between an overview, graph details, and survey results. The long sentence beginning “at frist years” combines several points and is difficult to follow, while the final phrase, “i think the means reson for fene,” leaves the report unfinished. Organise the information into clear paragraphs and use straightforward transitions to guide the reader through the graphs and tables.

Lexical Resource: Band 4.5

The response uses some task-related vocabulary, including “line graph,” “road accident fatalities,” “camera fines,” and “number of accidents,” so the topic is generally understandable. However, word choice and spelling are often inaccurate or unnatural: “people how has catch by camera fines” and “the means reson for fene” are difficult to interpret, while “human” is not suitable for describing people counted in a chart. Repetition of “number” and “catch” also limits the range. Use precise reporting language such as “the number of speeding drivers caught,” “rose steadily,” and “fatalities fluctuated.” Check spelling and collocations carefully so that errors do not obscure the data.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas in longer sentences, for example with “but” and “because,” and the basic meaning of the main trend can be recovered. However, sentence structure and verb forms are frequently inaccurate. In “the first line graph illustrates the people how has catch,” the clause structure and verb form are faulty; “every years camera fines catch more people” also has problems with agreement and tense. Articles and sentence boundaries are often missing, and the final sentence is incomplete. These errors make parts of the report difficult to understand. Build accurate simple sentences first, then add controlled complex structures, using consistent past-tense reporting and checking subject–verb agreement and punctuation.

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