Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-10-03

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 illustrates the fact of assumed and real possibility of being victim of crime.

Overall, we can see the graph provides us data about perceived and actual possibility of being a victim in crimes like burglary, car crime and violent crime .

At first , we can notice that in the year 2009/10 perceived victims in burglary were 16% whether actual victims were about only 2%. On the other hand in car crime assumed victims were highest among others at 22% and real victims number were about 17% at the same year. At last, perceived victims and real victims were respectly 15% and 13%.

On the year 2010/11, perceived victims are almost thrice the actual victims in the burglary.In the car crime assumed victims were more than 15% and actual victims were little below 5%.The graph ends with violent crimes victim numbers where they stand in 13% and 3% respectly.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response covers the main categories shown in the chart, but it only partially addresses the requirements of the task. While the writer attempts to compare perceived and actual dangers, some of the data points cited are inaccurate or misread from the graph, such as stating that real victims for car crime were about 17% in 2009/10, when the actual figure was around 4.5%. Furthermore, the overview is extremely basic and lacks a clear summary of the overall trends, such as the consistent and significant gap between perceived risk and actual likelihood across all categories. The ideas presented remain somewhat limited and under-developed, which prevents the response from achieving a higher score.

Coherence and Cohesion: Band 5.5

There is some basic organization in the text, with an introduction, body details, and a conclusion-like final sentence, but there is no clear overall progression from start to finish. Paragraphing is attempted, though the layout is slightly fragmented into very short blocks. Cohesive devices are used, but they tend to be repetitive or somewhat mechanical, such as 'At first', 'On the other hand', and 'At last'. Additionally, referencing is sometimes unclear, making it difficult for the reader to follow the flow of comparisons between the two years and the different types of crime without referring back constantly to the visual data.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, relying heavily on repetitive phrases like 'perceived victims', 'actual victims', 'assumed victims', and 'real victims'. There are also several lexical errors and inappropriate word choices, such as 'illustrates the fact of assumed and real possibility' and using 'respectly' instead of 'respectively'. These noticeable errors and limited lexical range mean the student struggles to express ideas with precision, although communication is still generally maintained for the basic points being made.

Grammatical Range and Accuracy: Band 5.5

The writing demonstrates a very limited range of sentence structures. While there are some attempts at complex sentences, they are often faulty in their construction, such as 'in car crime assumed victims were highest among others at 22% and real victims number were about 17% at the same year.' There are frequent errors in prepositions ('in the year' instead of 'for the year', 'on the year'), articles ('the graph provides us data', 'highest among others'), and word forms/agreement. These frequent errors cause some difficulty and strain for the reader, keeping the control of grammar at a restricted level.

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

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