Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-02
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 given bar chart illustrates information about the perceived and actual likelihood of being a victim of crime. There are different elements shown in this image which includes Burglary, Car crime, and voilent crime. I can also see perceived 2009/10 presented in doted form, actual 2009/10 in lining, perceived 2010/11 in checked form, and actual 2010/11 is also in lined form. Percentages shown along the y-axis, and its range is from 0 to 25. One of the element is maximum and the other one is minimum. The maximum one is car crime, and the minimum one is burglary. In car crime, perceived 2009/10 reaches upto 21, actual 2009/10 upto 4.5, perceived 2010/11 upto 17, and the actual 2010/11 upto 4 percentage. But in burglary, perceived 2009/10 reches upto 15.5, actual 2009/10 upto 2, perceived 2010/11 upto 13, and the actual 2010/11 reaches upto 3. To conclude, the image is very informative, and it gives us the graphic view of actual and perceived likelihood for better understanding.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response attempts to summarise the bar chart regarding the perceived and actual likelihood of being a victim of crime, but it only addresses the task partially. While the writer mentions car crime and burglary, violent crime is largely neglected after being initially named, and comparisons across the categories and years are very limited. Furthermore, the description of visual elements (such as mentioning 'doted form' and 'checked form' rather than focusing purely on data trends) reflects a mechanical approach to the chart rather than analytical reporting. To reach a higher standard, the writer needs to provide a fully developed overview and ensure all key features and categories are systematically compared with accurate data points.
Coherence and Cohesion: Band 4.5
The text demonstrates some overall organisation, but the lack of proper paragraphing and progression restricts the flow. The response is presented as a single dense block of text, which makes the progression of ideas difficult to follow. Cohesive devices are minimal and basic, relying heavily on repetitive sentence openings ('In car crime...', 'But in burglary...') and personal commentary ('I can also see', 'To conclude, the image is very informative'). To improve, the writer should structure the response into logical paragraphs—separating the overview from the body details—and utilise a wider variety of cohesive links to connect comparisons smoothly without relying on conversational framing.
Lexical Resource: Band 5.0
The vocabulary used is limited and repetitive, with basic phrasing like 'different elements shown', 'maximum one', and 'minimum one'. There are also spelling errors such as 'voilent' and 'reches', alongside inaccurate collocations like 'reaches upto'. While the meaning remains mostly clear despite these issues, the range is restricted and lacks the precision required for academic data reporting. To achieve a higher score, the writer must incorporate a broader range of task-specific vocabulary, use appropriate synonyms for data trends, and ensure accurate spelling and word formation.
Grammatical Range and Accuracy: Band 5.0
The response relies on a very limited range of sentence structures, mostly simple sentences or repetitive clauses. There are frequent grammatical errors, including subject-verb agreement issues such as 'There are different elements shown in this image which includes' and missing articles or prepositional errors in phrases like 'reaches upto... 4 percentage'. Punctuation is basic and sentence boundaries are sometimes handled awkwardly. To progress, the writer needs to demonstrate a greater variety of complex grammatical structures with better control over verb forms, prepositions, and agreement.
See this exact question answered at other band scores. The same prompt compared across bands.
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