Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-03

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 5.0)

The pictorial representation illustrates the counts of people in britain who caught driving too fast by help of speed cameras and killed people in road accidents in period of eight years from installation of speed cameras and aslo show the results of survey on opinions of people on speed cameras

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Overall, the line charts depict the increases counts of fines and fluctuated numbers of accidents during the time period. The table chart depicts the percentages of agreement by people for installation of speed cameras and quantity of cameras and reducing numbers of cameras.

To begin with line charts, the first line showed incline trend of fines during time period . In first year, the total fine is about 200,000 pounds. The percentages of fines increases as increasing the time period in fourth year the fines were increase to 500,000 pounds of year. At last, the totals amount of fine was reached to 1,600,000 pounds in eighth year after introducing speed cameras . Another line shows the numbers of people who were killed by accidents, in first time period

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies the two line-chart topics and gives a relevant overview that fines rose while fatalities fluctuated. It also reports the fine figures for years 1, 4 and 8 with reasonable accuracy. However, the report is incomplete: it stops while beginning to describe fatalities and gives no survey results, despite the tables being a major part of the task. The overview also mischaracterises the survey as showing “agreement” and refers to “reducing numbers of cameras,” which is not what the table measures. To improve, cover all three survey questions, describe the fatalities’ broadly stable pattern with selected figures, and summarise the main contrasts across the visuals rather than leaving sections unfinished.

Coherence and Cohesion: Band 5.0

There is some organisation: an introduction is followed by an overview and then a paragraph beginning to describe the line charts. Phrases such as “Overall” and “To begin with” help signal these stages. However, progression is limited because the final paragraph breaks off at “in first time period,” and the survey information is never organised into a paragraph. Several links are repetitive or awkward, including “during time period” and “as increasing the time period,” so relationships between ideas are not always clear. Use separate, complete paragraphs for the line charts and survey, and connect comparisons explicitly—for example, contrast the sharp rise in fines with the relatively steady fatalities.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “speed cameras,” “fines,” “fluctuated,” and “survey,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to follow. For example, “the percentages of fines” refers to counts rather than percentages, while “agreement by people for installation” does not accurately describe the survey responses. “Pictorial representation” is also an unnatural way to introduce charts. Aim for precise chart language such as “number of fines,” “fatalities,” “respondents,” and “proportion,” and check spelling and word forms, including “also” and “increased.”

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentences, and the opening sentence tries to combine the chart topics. However, complex constructions are often faulty, and errors frequently make the intended meaning harder to understand. Examples include “people in britain who caught driving too fast,” “the fines were increase,” and “the totals amount of fine was reached.” Articles, agreement, verb forms and sentence boundaries also need attention; the opening is a long sentence without clear punctuation, and the final sentence is unfinished. Practise building accurate short sentences first, then combine them using controlled clauses. For example: “The number of fines rose from about 200,000 in year 1 to 1.6 million in year 8.”

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