Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-09-09

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 4.0)

the bar graph show the crime ratio in country . the actual ratio elobrate

here also is discuss the percive ratio by people . the victim of crime is explan here . the bar chart shoe that percived ratio in 2009 and actual crime ratio in this year elobrate also the other year 2010 ; the actal and percived ratio camparision .

in the couple of year the percived and actual likelihood of being a victim of crime ; and crime type and their percentage of crime mention here. in 2009 the percived ratio and percentage of burglary is 15 percentge however the actual percentage 2 . on the other hand in 2010 and 2011 the percived ratio in car crime is 17 percentage and actual is 4 percentahe as campare to in2009 the car crime ratio is 21 in people perception and actual is 4 percentage . in violent crime the percived ratio in 2009 is 15 percentage and actual is 3 also in 2010 and 11 there is 12 percentage in percived and in actual ratio is3 percentage .

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to address the task but fails to provide a clear overview or a logical summary of the main features. The data is presented in a fragmented manner, making it difficult to identify key trends or significant comparisons between the perceived and actual crime rates. Several figures are mentioned, but the lack of structure prevents a coherent analysis. The response does not clearly group the data by crime type or year, leading to a confusing presentation of the information. To improve, you should start with a clear overview statement and then group your body paragraphs logically, perhaps by crime type or by comparing the perceived versus actual figures systematically.

Coherence and Cohesion — Band 4.0

The response lacks logical organization and progression. Paragraphing is used, but the content within the paragraphs is disjointed and repetitive. There is a severe lack of cohesive devices; sentences are often strung together without logical connectors, making the flow of information difficult to follow. Referencing is also unclear, as it is often difficult to determine which year or crime type is being discussed in specific sentences. To improve, use linking words such as 'whereas', 'in contrast', or 'consequently' to connect ideas, and ensure that each paragraph has a clear, singular focus.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive, with frequent errors in word choice and spelling (e.g., 'elobrate', 'percive', 'shoe', 'campare'). The range of vocabulary is insufficient to describe the data accurately, relying on basic terms that do not convey the necessary precision for an academic report. There is no attempt to use less common lexical items or collocations related to data description. To improve, focus on learning specific vocabulary for describing graphs, such as 'proportion', 'significant', 'fluctuation', and 'discrepancy', and ensure you check your spelling carefully before finalizing your writing.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that impede communication. There are significant issues with sentence structure, subject-verb agreement, and punctuation. Many sentences are fragmented or run-on, and the misuse of articles and prepositions is pervasive. There is almost no evidence of complex sentence structures; the writing relies on simple, often incorrectly constructed, clauses. To improve, focus on mastering basic sentence construction, ensuring every sentence has a clear subject and verb. Practice using simple, error-free sentences before attempting more complex structures, and pay close attention to basic punctuation and capitalization rules.

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