Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The bar graph illustrates the perceived danger and the actual likelihood of becoming a victim of crime in three different types at 2009 to 2010 and 2010 to 2011.
Overall, car crime to hit the highest perceived danger in years 2009 to 2010 at 22 proportion danger, also actual danger is slightly low compare to perceived danger in years, also actual danger is the lowest percent in 2009 to 2010 at 2 percent in burglary .
Perceived danger in burglary crime hit 15 percent in 2009 to 2010 and slightly decreased in 2010 to 2011 at 13 percent and actual danger in burglary crime is low at 2 percent in 2009 to 2010 , also it just increased 4 percent in 2010 to 2011.
However, car crime actual danger also low in 2009 to 2010 and it remained same in 2010 to 2011, also perceived danger was 20 percent in car crime in 2009 to 2010 and it slightly reduced in 2010 to 2011 at 17 percent, and last one was violent crime , its perceived danger in 2009 to 2010 had just 15 and it decreased at 13 percent in 2010 to 2011,and actual danger is 3 percent in 2009 to 2010 and its same as in 2010 to 2011.
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 covers the main features of the graph, including the three crime types and the two time periods. However, the presentation of data is often unclear. For example, phrases like '22 proportion danger' and 'just 15' lack units or clarity, making it difficult for the reader to interpret the statistics accurately. While the overview attempts to highlight the main trends, the lack of precise data reporting and the confusing structure of the comparisons prevent a higher score. To improve, ensure that all data points are clearly linked to their respective categories and timeframes, and avoid vague descriptions of the figures.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, but the flow of ideas is frequently interrupted by repetitive and mechanical transitions. The overuse of 'also' to connect clauses creates a disjointed reading experience. Furthermore, the referencing is sometimes unclear, such as in the phrase 'last one was violent crime', which lacks a smooth transition from the previous points. While there is a basic attempt at logical progression, the lack of varied cohesive devices and the awkward sentence structure hinder the overall coherence of the response.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'danger', 'crime', and 'increased'. There is a lack of precision in reporting data, such as using 'proportion danger' instead of 'percentage of perceived danger'. The student struggles with collocations, leading to unnatural phrasing like 'hit the highest perceived danger' and 'actual danger is slightly low'. To reach a higher band, you should incorporate a wider range of academic vocabulary related to data description, such as 'fluctuated', 'remained stable', or 'a significant discrepancy'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('car crime to hit', 'actual danger is the lowest percent'), missing articles, and awkward sentence construction. The range of structures is limited, consisting mostly of simple sentences joined by 'and' or 'also'. Complex structures are largely absent or incorrectly formed. Punctuation is also inconsistent, with spaces appearing before commas. Improving control over basic sentence structure and reducing the frequency of errors is essential for a higher score.
See this exact question answered at other band scores — the same prompt compared across bands.
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