Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-08-27

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 graph illustrates the number of actual crime and perceived in the year 2009 and 2010. The graph majorly covers higher level of car crimes in these years.

First of all, the car crime is the most prominent in the bar graph, approximately 22 percent of perceived crimes are there whereas 4.5 percent had actually occurred in the years 2009/10 while states show in the later years perceived car crime would reduce to approximately 17 percent but unfortunately the car crime remains constant. Similarly, the second most effected violent crime perceived higher around 15 percent, but actual violent crime reported is way lower than that was 3/4 percent however the later years similar to car crime the violent crime remains constant.

lastly burglary the more serious crime in the year 2009/10 perceived 15.5 percent and actual crime was way lower than the later year, as the states shows the perceived was 13 percent but reported higher than the previous years. Son in general the burglary in 2009/10 was the most lower crime rate reported on the other hand both crimes were remain con

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to summarize the data but fails to provide a clear overview or a logical comparison of the trends. The description of the data is often inaccurate, such as stating that car crime 'remains constant' when the graph shows a clear decrease in perceived likelihood. Furthermore, the response is incomplete, ending abruptly mid-sentence ('both crimes were remain con'). Key features, such as the significant gap between perceived and actual crime, are mentioned but not analyzed effectively. To improve, you must ensure all data points are accurately transcribed and provide a coherent summary of the main trends rather than just listing figures.

Coherence and Cohesion — Band 5.0

The essay lacks a clear structure. While there are paragraph breaks, the progression of ideas is disjointed and confusing. Cohesive devices are used in a mechanical or incorrect way, such as 'First of all' and 'lastly', which do not suit the analytical nature of the task. The final paragraph is unfinished, which severely impacts the overall coherence of the response. To improve, focus on using logical transitions (e.g., 'In contrast', 'Furthermore') and ensure each paragraph has a clear topic sentence that guides the reader through the data comparison.

Lexical Resource — Band 5.0

The vocabulary is limited and often repetitive. There are several instances of awkward phrasing and word choice errors, such as 'most prominent in the bar graph', 'most effected violent crime', and 'most lower crime rate'. These errors occasionally make the meaning difficult to follow. The range of vocabulary is insufficient to demonstrate precision when describing statistical trends. You should work on using more precise terminology for data reporting, such as 'a significant decline', 'remained stable', or 'a marked discrepancy', rather than relying on basic descriptors.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede communication. There are issues with subject-verb agreement ('both crimes were remain con'), incorrect verb tenses, and missing articles. Sentence structures are often simplistic or poorly constructed, leading to confusion, such as in the sentence: 'the second most effected violent crime perceived higher around 15 percent, but actual violent crime reported is way lower than that was 3/4 percent'. The lack of punctuation and the incomplete final sentence further detract from the grammatical control. Focus on mastering basic sentence construction before attempting more complex structures.

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