Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-08-10

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)

In this graph the difference is presented between the perceived and actual crimes rate

the perceived crimes are crimes that are misunderstood by audience due to situation and it forces them to take action against crime that should be solved by authorities using legal methods .The actions taken by local and audience are more extreme because of emotional involvement rather than rational judgement.

The actual graph show these percentages BURGLARY

perceived crime rates 16%

actual crimes rate 3%

CAR CRIME

perceived crimes rate 22%

actual crimes rate 16%

VIOLENT CRIMES

perceived crimes rate 15%

actual crimes rate 3%

the difference between perceived and crimes that actual crimes that occurred depends on the type of crimes.

The difference is especially low in car crimes that include car stealing , hit and run accident or robbery. The reason that the difference is so less is simple it is because the evidence is as clear as day the crime caused by a massive vehicle is obvious and hard to hide .

Compared to that violet rimes are misunderstood by public due to many factors that may include emotional judgement or racial reasons similar is true for burglary crimes as well.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to provide a clear overview of the data, which is a requirement for Task 1. Instead of summarizing the main trends, the student includes personal opinions and sociological commentary about why crimes are perceived differently, which is irrelevant to the task. While the data points for burglary, car crime, and violent crime are listed, the analysis is superficial. The prompt asks for a summary and comparison, but the response focuses on explaining the 'reasons' for the statistics rather than describing the visual information provided in the graph. To improve, focus strictly on reporting the data and highlighting the most significant differences between perceived and actual crime rates.

Coherence and Cohesion — Band 5.0

The essay lacks a logical structure. The introduction is confusing, as it attempts to define 'perceived crimes' rather than introducing the graph. Paragraphing is inconsistent, and the transition between the data list and the analysis is abrupt. There is a lack of cohesive devices to link ideas; for example, the shift from listing statistics to discussing 'car crimes' lacks a clear signpost. The use of referencing is also weak, making it difficult for the reader to follow the progression of the argument. Improved use of linking words such as 'furthermore', 'in contrast', and 'consequently' would help organize the information more effectively.

Lexical Resource — Band 5.5

The vocabulary is somewhat limited and repetitive. Phrases like 'perceived crimes rate' and 'actual crimes rate' are used repeatedly. There are also instances of awkward phrasing, such as 'the difference is so less' (should be 'smaller') and 'violet rimes' (a spelling error for 'violent crimes'). While the student attempts to use some descriptive language, the word choice is often imprecise or informal. To reach a higher band, the student should aim for more varied vocabulary to describe trends, such as 'discrepancy', 'significantly higher', and 'proportion', and ensure accurate spelling and collocation.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with article usage ('the difference is presented between the perceived and actual crimes rate'), subject-verb agreement, and sentence structure. Many sentences are fragmented or run-on, such as 'the difference is especially low in car crimes that include car stealing , hit and run accident or robbery.' Punctuation is also inconsistent, with missing commas and incorrect capitalization. While the student attempts some complex sentences, they are often poorly constructed. Focusing on basic sentence structure and proofreading for subject-verb agreement would significantly improve the quality of the writing.

See this exact question answered at other band scores — the same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.