Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-10-21

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)

This graph show me the percentage of victum of crime in the year of 2009 and in 2010. This show the victum of crime is in the two has some decrease. This show that the three types of the the crime burglary,car crime and violent crime. This graph not show only their number but also the sense of awareness in society and also the sense that these crime are more pupolar in our sociaty. Now a day we want to improve our responsibly that how we able to overcome these crime. I also see that car crime has on the peak and many people are caring this some time they do strenge driving that can cause lose of one's life or many other life. The next one is the violent crime which is also happend due the ego and any bed habit and the next one is burglary which is most hateful crime.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the three crime categories and recognises that perceived concern generally decreased, which is relevant to the chart. However, it does not clearly summarise the chart’s main comparisons or distinguish perceived likelihood from actual victimisation. The statement that car crime is “on the peak” is only true of perceived risk, while actual figures are much lower; this contrast is central but not explained. There are no accurate figures or clear comparisons between the two periods, and comments about dangerous driving, ego, and burglary being “hateful” are unsupported opinions rather than chart information. To improve, give a concise overview of the large gap between perception and actual rates, then compare the highest category and the changes across years using selected data.

Coherence and Cohesion: Band 3.5

The response has a basic sequence: it introduces the chart, names the crime types, and then comments on them individually. This gives the reader some sense of the topic, but the ideas do not develop in a clear, logical summary. Repeated openings such as “This graph show” and “This show” make the writing feel repetitive, while the shift from chart description to advice about improving responsibility and explanations of crime causes interrupts progression. There is also no clear overview paragraph or organised comparison of perceived and actual figures. Grouping the information into an introduction, an overview, and a paragraph comparing the categories would make the relationships between ideas easier to follow.

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “percentage,” “burglary,” “car crime,” “violent crime,” and “awareness.” However, the range is limited and several word choices or spellings make the meaning unclear or unsuitable for an academic chart summary, such as “victum,” “pupolar,” “sociaty,” “strenge driving,” and “hateful crime.” Phrases such as “car crime has on the peak” and “the sense of awareness in society” are also imprecise for describing data. Aim to use accurate terms for the chart’s two measures, such as “perceived risk” and “actual likelihood,” and choose neutral reporting language rather than personal or moral judgements.

Grammatical Range and Accuracy: Band 4.5

The response attempts several sentence forms, including clauses linked with “but” and “that,” and the general topic can usually be understood. However, control is inconsistent, particularly in subject–verb agreement, articles, and sentence construction. For example, “This graph show me” needs a correctly formed verb and a more suitable subject construction, while “the three types of the the crime” contains unnecessary repetition and faulty article use. The long sentence beginning “I also see that car crime…” joins several ideas without clear grammatical boundaries, making the relationships difficult to follow. Practise accurate simple sentences first, then combine related comparisons with controlled clauses and appropriate punctuation.

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