Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The graph below illustrates the perceived danger and actual likelihood of being a victim of crime.
The horizontal lines of the graph show the types of crime (Burglary, Car crime, and voilent crime) whereas, vertical lines show the percentages of crime along with years.
Overall, Perceived percentage of car crime in 2009/10 is aproximately 22%, while, actual percentage of car crime in 2009/10 is lower as compared to perceived percentage. Perceived percentage of Burglary in 2009/10 is round about 15%, however, actual percentage of Burglary is almost 0. Another, Perceived percentage of Voilent crime in 2009/10 is 15%, however, actual percentage of voilent crime in 2009/10 is lower.
On the other hand, perceived percentage iof burglary in 2010/11 is lower as compared to perceived percentage of burglary in previous year, morover, perceived percentage of car crime in 2010/11 is between 20 to 25 %, however, perceived percentage of voilent crime in 2010/11 is approximately 13%.
In conclusion, there is changes in the perceived and actual percentages of above 3 crimes in years 2009/10 and 2010/11.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response attempts to cover the main features of the chart, but it only addresses the task partially. While it mentions several data points for 2009/10 and 2010/11, the selection of information lacks a clear overview, and the concluding sentence fails to summarize the main trends effectively. Furthermore, some of the data reporting is imprecise or overly mechanical, listing individual numbers without synthesizing them into meaningful comparisons. To reach a higher standard, the writer needs to provide a clearer overview of the main trends—such as the stark contrast between perceived and actual crime rates—and group the data logically rather than listing details point by point.
Coherence and Cohesion: Band 5.5
There is some basic organization present, with an introduction, body paragraphs, and a brief conclusion, but the response lacks a clear overall progression. Cohesive devices are used mechanically and repetitively, such as the constant repetition of phrases like "Perceived percentage of... in 2009/10 is..." and "however, actual percentage of...". Paragraphing is attempted, but the internal flow within paragraphs is disjointed due to the heavy reliance on rigid sentence templates. To improve, the writer should vary cohesive devices and transitions to link ideas smoothly, ensuring the text reads as a unified piece rather than a collection of isolated data points.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task. The writer relies heavily on repeating words directly from the prompt, such as "perceived", "actual", "percentage", and the crime types. There are also noticeable spelling errors and word formation issues, such as "aproximately" and "iof", along with capitalization and spelling mistakes in "voilent". While the meaning is generally understandable, these lexical limitations and errors cause some difficulty for the reader. To achieve a higher band, the writer must expand their vocabulary range, use synonyms to avoid repetitive phrasing, and ensure accurate spelling and word choice.
Grammatical Range and Accuracy: Band 5.0
The writer uses a limited range of sentence structures, relying mostly on simple or repetitively constructed complex sentences. Attempts at complex sentences often contain errors, such as subject-verb agreement issues ("there is changes") and awkward phrasing. There are frequent grammatical and punctuation errors throughout the text, including missing articles and incorrect prepositions. These errors require some effort from the reader to interpret the intended meaning. To improve, the writer needs to demonstrate better control over basic grammatical structures, improve punctuation, and practice writing error-free complex sentences.
See this exact question answered at other band scores. The same prompt compared across bands.
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