Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-26

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 4.5)

These given graphs illustrated the number of accident on the roads and the umber of speed camera on the roads caught those too fast drivers in Britain over in eight-year period.

overall the number of speed camera and number of road accidents both were rose in the eight-year period. my personal opinion is that the number of speed camera can reduced the roads accidents . By speed camera govt. caught the too fast driving drivrers and challan them .

Firstly, the number of camera were dramatically rose from [redacted phone] to 1.6 millions in the given period of eight years in britain means that government of britain much serious about roads accident . The actual reason of installation of speed camera to minimaze the roads accident and caught the driving too fast.

secondly, the number of roads accidents also monirly increased from 3000 to 3200 in the period of years that means the numbers of accidents were controlled by speed camera.

Drivers shoud avoid to too fast driving bescuase it was the case of roads accidents.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the two main chart subjects and reports the sharp rise in speed-camera fines, from 200,000 to 1.6 million. It also notes that fatalities changed much less, which is a relevant comparison. However, the overview is inaccurate: fatalities did not rise steadily, and the figures fluctuate around 3,100–3,350. The claim that cameras reduced accidents is not demonstrated by the data, and the report omits all three survey results, a substantial part of the task. It also gives an unsupported explanation that the government installed cameras to reduce accidents. To improve, summarise the actual trends objectively and include the key survey findings, especially that most respondents thought cameras raised revenue and that 60% said they did not reduce accidents.

Coherence and Cohesion: Band 4.5

The response has a basic structure: an introduction, an overview, and paragraphs beginning with “Firstly” and “secondly.” These markers help the reader recognise the sequence of points, and the discussion moves from fines to fatalities. However, progression is limited because the report does not organise or compare the chart information in a clear, complete way, and the survey is not incorporated. Some links express unsupported reasoning, such as “that means the numbers of accidents were controlled by speed camera.” The final advice to drivers also shifts away from describing the visual data. Use paragraphs to group the overview, chart details and survey findings, and connect comparisons directly to the figures rather than drawing causal conclusions.

Lexical Resource: Band 4.5

The response uses some relevant task vocabulary, including “speed camera,” “period,” “installation,” and “increased,” so the main topic is generally recognisable. However, the range is limited and several word choices or forms are inaccurate or unclear, such as “number of camera,” “too fast drivers,” “challan them,” and “monirly increased.” Repetition of “number” and “roads accidents” also makes the report less precise. Aim for standard chart language and accurate collocations: for example, describe fines as “rose sharply” and fatalities as “fluctuated slightly.” Use “drivers caught speeding” rather than “too fast drivers,” and avoid informal or region-specific terms such as “challan” in an academic report.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentence forms, including “Firstly, the number of camera were dramatically rose…” and a sentence explaining what the figures supposedly mean. However, control is inconsistent: errors in agreement, verb forms, articles and sentence construction recur. For example, “the number … were” should be “the number … was,” while “were dramatically rose” combines incompatible verb forms; “can reduced” also needs a correct modal construction, such as “can reduce.” Capitalisation and punctuation are inconsistent, particularly at sentence beginnings. These errors sometimes make relationships between ideas difficult to follow. Practise accurate simple past forms for chart descriptions, subject–verb agreement, and complete sentences before adding more complex clauses.

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