Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-08-24
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)
Perceived and actual likelihood of being a victim of crime.
According to the given graph its shows the discrimination amongst the specific type of crime.
In Burglary crime illegally entering a building or structure without permission with the intent to commit a crime inside.
Perceived 2009/10 the crime percentage ratio is 15% where actual 2009/10 percentage shows only between 0 to 5%.
In year, 2010/11 the crime rate was shown between 10 to 15.
But actual percentage was 0 to 5 in between.
Car crime shows how many crime done in past 2009/10.
In year, 2009/10 perceived percentage of crime is more than 20percent but the actual ration of percentage is among 4%.
In 2010/11 perceived was between 15% to 20%. But the actual was around 5%.
Now, see the violent crime percentage of year 2009/10 perceived was almost 16% shown but the actual was only 3%.
Year 2010/11 shows that the perceived was 12% and actual crime was only around 2.5%.
This graph discrimination shows the perceived and actual percentage of the past years and compare them.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarise the graph but fails to provide a clear overview or identify the main trends. The information is presented in a fragmented, list-like manner rather than a cohesive summary. While the student mentions the three crime types and the two years, the data is often imprecise (e.g., 'between 0 to 5%') and lacks a meaningful comparison between the perceived and actual likelihood. The introduction is weak, and the conclusion is merely a repetitive statement rather than a synthesis of the key features. To improve, you must group data logically and highlight the significant gap between perception and reality across all categories.
Coherence and Cohesion — Band 5.0
The essay lacks logical progression. Each paragraph is short and disjointed, making it difficult to follow the comparison. There is a lack of cohesive devices to link ideas; for example, the transition between the description of burglary and car crime is abrupt. The use of referencing is mechanical, and the paragraphing is ineffective, as the text is broken into many small, isolated segments. To improve, use linking words such as 'in contrast,' 'furthermore,' or 'whereas' to connect your sentences and ensure that each paragraph focuses on a specific aspect of the data with a clear topic sentence.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. The student relies heavily on basic terms like 'crime,' 'percentage,' and 'actual.' There are also issues with word choice and collocation, such as 'discrimination amongst the specific type of crime' and 'the crime percentage ratio is 15%.' The phrase 'crime done in past' is unnatural. To reach a higher band, you should incorporate more precise academic vocabulary related to data description, such as 'discrepancy,' 'significantly higher,' 'proportion,' and 'trend,' and ensure that these terms are used in the correct context.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement (e.g., 'its shows'), missing articles, and awkward sentence structures (e.g., 'Now, see the violent crime percentage'). Many sentences are simple or fragmented, lacking the complex structures required for higher bands. Punctuation is also inconsistent, particularly with the use of commas and periods. To improve, focus on mastering basic sentence construction, ensuring every sentence has a clear subject and verb, and practice using complex sentences with subordinating conjunctions like 'although' or 'while' to compare the data points.
See this exact question answered at other band scores — the same prompt compared across bands.
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