Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-28

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 4.5)

the graph illustrats the rate of perceed and acual crim that has happened by 2009 and 2010. overall perceived car crim was the highest in both years.followed by burglary and violent crime were the sam ratio.however actual burglary and actual vilent had the lawest degree.

in 2009 figer of perceived car crime recorded the highest by 25% respectivly each burglary and violnt had 16% .On the other hand in 2011 perceived car crime atyed at the higest which was 17%,after that violent crime was coming up by 13%.for percieived burglary was climbed dramatically at 12%.

for actula car crim the ratio had a big gap copmare between the perceived crime

for all kinds of criminal.actual car crime recorde 4% and it remained relaitively staibke in 20

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the chart’s broad contrast: perceived risk is higher than actual victimisation, and car crime is generally the most feared category. However, several figures and trends are inaccurate. Perceived car crime in 2009/10 was about 21%, not 25%; in 2010/11, perceived burglary fell to about 13%, rather than climbing, and violent crime was also around 13.5%. The overview’s claim that burglary and violent crime had the same ratio is not consistently supported. The final sentence is incomplete, and the response does not cover all actual-crime figures or clearly compare both years. It is also 24 words below the required minimum. Select the main patterns accurately, give a complete overview, and support it with a few reliable comparisons.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, beginning with an overview and then moving to perceived and actual crime. Linking phrases such as “overall,” “however,” and “on the other hand” show an effort to connect ideas. Nevertheless, the progression is difficult to follow because the time periods and crime categories are not consistently grouped, and some comparisons are left unfinished. For example, the final passage shifts to actual car crime but ends at “in 20,” leaving the point incomplete. Organise the body into clear comparisons—such as perceived figures across the two years, followed by actual figures—and use complete sentences with clear references to each year and category.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “perceived,” “actual,” “highest,” “ratio,” and “remained,” so the reader can recognise the topic and intended comparisons. However, the range is basic and repetitive, and frequent spelling errors make several words difficult to identify, for example “illustrats,” “perceed,” “acual,” and “relaitively.” Some expressions are also imprecise or unnatural, such as “the lawest degree” and “was coming up by 13%.” Use standard forms such as “likelihood,” “percentage,” and “victimisation,” and choose precise reporting verbs like “stood at,” “fell to,” or “remained stable.” Accurate spelling and more natural collocations would make your comparisons clearer.

Grammatical Range and Accuracy: Band 4.5

The response contains simple sentence patterns and attempts a few longer comparisons, but grammatical control is weak and errors frequently obscure meaning. For instance, “perceived car crime was the highest in both years.followed by…” has faulty sentence boundaries, while “for perceived burglary was climbed” has an incorrect verb construction. Tense and sentence structure are also inconsistent in “violent crime was coming up by 13%,” and the final sentence is incomplete. Punctuation is often missing or misplaced, including the run-on opening and the space before the full stop in “crime .” Practise writing complete sentences with a clear subject and verb, and use consistent past-tense forms to describe the chart.

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