Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-09-19

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 illustrates the proportion of perceived and actual likelihood of being a victim of crime by different crime type.

Overall, perceived preparation take of the largest sear while actual became of crime accounted for the lowest proportions over the period. In additionally Butglargy and violent crime 100 equal proportions with both worship and actual likelihood of crime.

Car crime in perceived that majority accounted for significantly increased at 21% in 2009/10 while perceived in 2010/11 is represented 17% actual beating of crime show equal in both year about 4% in 2009/10 and 2010/11.

Burglary and boiling crime significantly increased equally over the year. Perceived constitute 15% in 2009/10 and similarly occupy in 2010/11 same as others hand actual crime 3% in both year.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to meet the minimum length requirement of 150 words, containing only 125 words, which places a ceiling on the Task Achievement score. Content-wise, the student attempts to summarise the bar graph by mentioning perceived and actual crime figures for burglary, car crime, and violent crime. However, the data reporting is frequently inaccurate, confused, and difficult to follow. For instance, the student states that car crime perceived was 'significantly increased at 21%' and that burglary and violent crime had 'equal proportions', which misrepresents the visual data. Furthermore, the overview provided in the second paragraph is incoherent and fails to clearly highlight the main trends, such as the stark contrast between high perceived danger and low actual likelihood across all categories.

Coherence and Cohesion — Band 4.0

The response lacks clear overall progression and logical organisation. The paragraphs are disjointed, and sentences are frequently cryptic or ungrammatical, making the logical flow very difficult to follow. While the student attempts to use transition markers such as 'Overall' and 'In additionally', cohesive devices are misused or poorly integrated. Paragraphing is attempted, but individual paragraphs lack internal unity and clear topic development. Referencing between sentences and ideas is often ambiguous or broken, resulting in a fragmented text that causes significant strain for the reader.

Lexical Resource — Band 4.0

The lexical range is extremely limited and heavily restricted by frequent word-choice and spelling errors. The student uses many non-standard or incomprehensible word forms, such as 'preparation take of the largest sear', 'became of crime', and 'Butglargy', which impede communication. Attempts to use less common vocabulary are largely unsuccessful due to severe collocation and spelling errors (e.g., 'boiling crime' instead of violent crime, 'beating of crime'). Overall, the vocabulary is inadequate for a standard academic task, relying on repetitive and heavily distorted terminology.

Grammatical Range and Accuracy — Band 4.0

Grammatical control is weak throughout the response, with very few error-free sentences. The text contains frequent, disruptive errors in basic sentence structure, verb forms, and tense usage, such as 'actual became of crime accounted', 'Car crime in perceived that majority accounted for significantly increased', and 'actual crime 3% in both year'. Simple sentence forms are frequently garbled, and attempts at more complex structures result in severe ungrammaticality and distorted meaning. Punctuation is also erratic, further hindering readability.

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