Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-01

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)

Introduction This graphs illustrates the real understand of danger and actual possibility of being sufferer of crime. this graphs shows the percentage of crime by the probability of actual crime.

Overview the different types of crime are shown the understands of crime over time, the crime rate and over time frame.

Body Paragraph 1,in year from 2009 to 2010 the common snatching perceived 15% and acutal bulgary is about less than 5% than in 2010 the sensed crime is near by 12% but in reality is only 2% of it .The car crime from2009\11 the understands are above 20% it shown the ground reality near 5% of it.

By the year 2009\10 the voilent crimes are shows as near by 15% and close to 2010\11 the voilent or extreme crimes are just below 15% but the real senario is about less than 4% of it .

significantly all the crimes are describes as too much but in reality they are much more lesser than reality.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, attempting to summarise the main features of the chart regarding perceived and actual crime rates. However, the information presented is often imprecise and lacks clear development. For instance, the writer mentions that 'common snatching perceived 15%' and misinterprets data categories, blending terms like 'bulgary' and 'voilent crimes'. While an overview is attempted, it is disjointed and fails to clearly outline the overarching trends—specifically that perceived danger significantly exceeds actual likelihood across all categories. To move to a higher band, the response needs to more accurately report the specific data points from the chart and provide a well-developed, clear overview of the main comparisons without confusing the categories.

Coherence and Cohesion: Band 4.5

The organization of the response is disjointed, lacking a clear overall progression. The student attempts to use paragraphing, labeling sections like 'Introduction', 'Overview', and 'Body Paragraph 1', but these headings are not integrated into a smooth essay structure. Cohesive devices are very basic or missing entirely, resulting in sentences that feel isolated and abrupt, such as 'By the year 2009\10 the voilent crimes are shows...' Referencing and transitions between ideas are frequently faulty, making the logical relationship between the perceived and actual figures difficult to follow. Improving coherence requires utilizing logical connectors such as 'in contrast' or 'overall', ensuring clear referencing, and grouping related data logically into standard paragraphs rather than fragmented notes.

Lexical Resource: Band 4.5

The vocabulary used is limited and repetitive, reflecting a basic range that struggles to adequately convey the visual data. The student relies heavily on simple terms and informal phrasing, such as 'too much', 'much more lesser', and 'real senario'. There are also frequent spelling and word-form errors that stem from attempts at less common vocabulary, including 'sufferer' instead of 'victim', 'bulgary' instead of 'burglary', 'acutal' instead of 'actual', and 'voilent' instead of 'violent'. These lexical inaccuracies and spelling mistakes occasionally impede communication and obscure the intended meaning. To achieve a higher score, the writer must expand their vocabulary range, use precise terminology related to data reporting (such as 'proportion', 'estimated', or 'substantial'), and ensure correct spelling and word choice.

Grammatical Range and Accuracy: Band 4.5

The grammatical structures used are very limited, consisting mostly of simple sentences alongside faulty attempts at complex forms. There are frequent grammatical errors throughout the text, including subject-verb agreement issues ('This graphs illustrates', 'the voilent crimes are shows'), incorrect prepositions ('in year from'), and improper verb tenses. For example, phrases like 'the understands of crime over time' and 'the car crime from 2009\11 the understands are above 20%' demonstrate poor control over basic sentence architecture and word classes. These errors occur with high frequency and frequently cause difficulty for the reader. To improve, the student needs to focus on mastering basic sentence construction, ensuring correct subject-verb agreement, and reducing the density of structural errors.

See this exact question answered at other band scores. The same prompt compared across bands.

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