Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-10-17

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 given bar graph shows information about the perceived danger and actual likelihood of being a victim of crime. The bar graph compares different categories and present the date of Perceived and actual likelihood of being a victim of crime: by crime type in burglary, car crime, violent crime, shows different categories and percentages on bar graph. To begin with, first category in burglary, car crime, violent crime, its value perceived in 2009/10 is 16% in burglary, 22% car crime, 15% violent crime. Second category is Actual in 2009/10, its value 2% burlary, 4% car crime, 3% violent crime. Third category is perceived in 2010/11, its value is 13% burglary, 17% car crime, 13.5% violent crime. Last forth category is actual in 2010/11, it shows 3.5% burglary, 4% car crime, violent crime 4%. All categories different percent shows in defferent years.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the chart’s subject and report figures for all three crime types across both years, so the response contains relevant information. However, it does not provide a clear overview of the main patterns, such as perceived risk being much higher than actual victimisation in every category, or car crime being highest in both measures. Several figures are inaccurate: for example, perceived car crime in 2009/10 is about 21%, not 22%, and actual burglary in 2010/11 is about 2.5%, not 3.5%. The response is also 116 words, below the required 150, and the opening repeats information from the task rather than developing the summary. Add an overview and select accurate comparisons.

Coherence and Cohesion: Band 4.0

The response follows a basic sequence through the four chart series, using markers such as “To begin with,” “Second,” and “Last.” This gives the reader some sense of order, and the figures are generally grouped by year and measure. However, the organisation is largely a list rather than a developed summary: there is no separate overview, and the opening repeats the chart description without advancing the report. The repeated phrase “its value” and the final sentence, “All categories different percent shows in defferent years,” do not create a clear concluding comparison. Use a concise introduction, an overview of the main pattern, and logically grouped details, with linking language that clarifies comparisons.

Lexical Resource: Band 4.5

You use relevant chart vocabulary, including “perceived,” “actual likelihood,” “categories,” and “percentages,” and the crime types are clearly identified. This gives the response enough task-related language to communicate its basic subject. However, vocabulary is repetitive and some phrasing is awkward or imprecise, particularly “shows information about,” “different categories,” and “its value.” There are also spelling errors such as “burlary,” “defferent,” and “forth,” which reduce accuracy. Aim for more natural reporting expressions such as “the proportion who perceived a risk” and “the actual rate,” and use comparison terms like “higher than,” “fell,” and “remained broadly stable” to describe the data rather than repeatedly listing categories.

Grammatical Range and Accuracy: Band 4.5

You communicate the chart’s basic information through mostly simple sentence patterns, and some figures are presented in understandable phrases. However, grammatical control is uneven, and the response relies on fragments and incomplete constructions. For example, “Second category is Actual in 2009/10, its value 2%...” lacks a clear verb in the second clause, while “All categories different percent shows in defferent years” has problems with sentence structure and subject–verb agreement. The opening sentence also contains a long, confusing sequence of clauses. Use complete sentences with a clear subject and verb, and practise combining comparisons accurately—for example, “Actual rates were lower than perceived rates in both years.” Check articles, agreement, and punctuation when joining clauses.

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