Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-08-03

IELTS Writing Task 1 question

The graph below shows the perceived danger and actual likelihood of being a victim of crime.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Perceived and actual likelihood of being a victim of crime: by crime type

Student answer (Band 5.0)

The bar graphs describe the perceived danger and actual likelihood of begin a victim of crime.

Overall, the car crime perceived is very high from all the other crime and the burglary and violet crime is constant in all four type.

To begin with, there are so much crime rate is increasing day by day from that the highest percentage in car crime around 22% in perceived 2009 and 2010 in this the crime rate for burglary and violent crime is same in ratio at 15%. The car crime ratio is also high in actual 2009 and 2010 approximately 17% and again burglary and violent crime is constant at nearly by 15%.

Besides this for 2010 to 2011 for perceived the car crime at 12% for burglary and violet is at 13%. Following this, the car crime ratio is only 4% in actual 2010 and 2011 While the burglary and violent crime have 3%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task by identifying the main features, such as the high perceived danger of car crime compared to actual likelihood. However, the analysis is hampered by significant inaccuracies in data interpretation. For instance, the claim that burglary and violent crime are 'constant' at 15% is not supported by the visual data, which shows distinct variations. Furthermore, the description of the 2010-2011 period is confusing and fails to clearly distinguish between the two categories of crime or the two timeframes. The overview is present but lacks the precision required to fully convey the trends shown in the graph.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or misused, such as 'Besides this for 2010 to 2011' and 'Following this', which do not effectively link the ideas. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between perceived and actual crime rates. While there is an attempt at paragraphing, the internal structure of the paragraphs lacks the necessary flow to be considered coherent at a higher level.

Lexical Resource — Band 5.0

The range of vocabulary is limited and repetitive. There are several word-choice errors, such as 'violet crime' (instead of 'violent crime') and 'begin a victim' (instead of 'being a victim'). The student relies on basic terminology and struggles to use precise language to describe statistical trends. Phrases like 'in this the crime rate' are awkward and indicate a lack of control over academic collocations. To improve, the student needs to expand their vocabulary related to data description and ensure correct spelling and word forms.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('the car crime perceived is very high'), incorrect prepositions, and sentence structure ('there are so much crime rate is increasing'). The use of complex structures is limited and often results in errors, such as the run-on sentence in the second paragraph. While the meaning is generally discernible, the high frequency of basic errors in grammar and punctuation prevents the response from reaching a higher band.

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