Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-09-29

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 supplied table data demonstrates the preceived danger actual livelivehood of being a victim of crime .

Overall,there was a significant increase in perceived 2009/10 and decrease in actual 2010/11.

According to the graph, the perceived and actual livelihood of being victim pf crime is rise .However In burglary the perceived2009/10was uplift and actual was slide by 3 thus,In 2010/11 the perceived was decrease and In 2010/11 the actual was increase in comparsion of 2009/10. Moreover, In car crime perceived was move upward in 2009/10 and Actual was equal in both 2009/10 and 2010/11 futhermore In 2010/11 the perceives was downfall. Similarly, In voilent crime the perceived was rise in 2009/10 and actual was fall in 2009/10 likewise in 2010/11 the perceived was fall and acutal was improved in 2010/11.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response fails to meet the minimum length requirement of 150 words, containing only 130 words, which negatively impacts task achievement. While the student attempts to summarise the data by mentioning the three crime categories (burglary, car crime, and violent crime) and comparing perceived versus actual likelihoods, the information is largely inaccurate, vague, and difficult to follow. For instance, the overview states there was an 'increase in perceived 2009/10 and decrease in actual 2010/11,' which does not accurately summarise the main trends. The details regarding specific years and crime types are confused and do not properly reflect the provided bar chart data. Overall, the task is only partially addressed.

Coherence and Cohesion: Band 4.0

The organization of the response is extremely weak. Although there are basic attempts at paragraphing and transitional words (e.g., 'Overall', 'However', 'Moreover'), the flow of ideas is heavily disrupted by poor sentence structure, severe grammatical errors, and confusing referencing. There is no clear overall progression or logical sequencing of data. Cohesive devices are often used inaccurately or mechanically, making the text very difficult to read and comprehend. Paragraphing is also insufficient, as the main body is compressed into a single, highly convoluted block of text.

Lexical Resource: Band 4.5

The lexical resource is very limited and heavily compromised by non-standard word choices and spelling errors. The student frequently misuses vocabulary, such as writing 'preceived' instead of perceived and 'livelihood' instead of likelihood. Other awkward phrases include 'was uplift', 'was slide', and 'perceives was downfall'. While the student attempts topic-related vocabulary such as 'burglary', 'car crime', and 'violent crime', the pervasive errors in spelling, word formation, and collocation severely strain the reader and impede communication.

Grammatical Range and Accuracy: Band 4.0

Grammatical control is extremely weak throughout the response. There is a complete lack of error-free sentences, and basic grammatical structures are frequently flawed. Examples include subject-verb agreement issues and incorrect tense or voice usage, such as 'the perceived and actual livelihood of being victim pf crime is rise' and 'Actual was equal in both 2009/10 and 2010/11'. Punctuation is also erratic, with spaces placed incorrectly before commas. Complex structures are attempted but are almost always faulty, resulting in frequent errors that cause severe difficulty for the reader.

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