Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-30

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 5.0)

The image below illustrates the data for the perceived danger and real likelihood of being a victim of crime: Burglary, Car crime, Violent crime for the years 2009/10 and 2010/11.

Overall, there is a positive increase in the trend for the actual and perceived crime. The data for the year 2009/10 noticed a dramatical increase in the number of perceived crime. The data for the year 2010/11 for perceived crime was recorded with a significant increase for all three crimes.

In 2009/10 and 2010/11 the actual crimes spoke for a number of 2.5% and 2.7% and 16% and 13% for perceived cime for the Burglary crime. The value of car crime was shown with a bigger graph compared with Burglary crime with a number of 4% and 3.9% for actual and 21% and 17% for perceived crime. The Violent crime recorded a number of 3% and 3.1% for actual crime and 16% and 13% for perceived crime.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the three crime categories and compare perceived with actual figures across both periods, so the response is relevant to the chart. However, the overview is inaccurate: it claims a “positive increase” in both actual and perceived crime, whereas perceived figures fell in every category and actual figures rose only slightly. Several reported values are also incorrect or unclear—for example, burglary actual crime is given as 2.5% and 2.7%, rather than approximately 2% and 2.5%, and the years are not consistently linked to each number. The overview also calls the changes “dramatic” or “significant” without support. To improve, state the main contrast accurately and organise the figures by year or crime type with clear comparisons.

Coherence and Cohesion: Band 5.5

The response has a basic structure: an introduction, an overview, and a paragraph of figures. This gives the reader some sense of how the information is organised. However, progression is limited, and the overview does not prepare the reader for the comparisons that follow. In the final paragraph, several figures are placed in long sequences—such as “4% and 3.9% for actual and 21% and 17% for perceived”—without consistently identifying which figure belongs to which year. This makes the comparisons difficult to follow. Linking phrases such as “by contrast” and “in both periods” could help, but the main improvement is to group information consistently, for example, reporting each crime across the two years before moving to the next.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “perceived,” “actual,” “likelihood,” and the crime categories, which helps communicate the subject. However, the range is limited and several choices are inaccurate or unnatural. “Positive increase” does not describe the overall pattern, while “the actual crimes spoke for a number” is an unsuitable collocation. “Bigger graph” is also imprecise when you mean a higher percentage, and “dramatical” is not the correct form. Spelling slips such as “cime” further reduce accuracy. Aim for precise chart language and natural collocations, such as “the figure for,” “stood at,” “declined,” and “was higher than.”

Grammatical Range and Accuracy: Band 5.0

You use some simple and compound sentence forms, and the opening sentence communicates the chart’s subject. However, the range is limited, and errors occur frequently enough to make some comparisons hard to interpret. For example, “The data for the year 2009/10 noticed” gives “data” an unsuitable subject role, while “In 2009/10 and 2010/11 the actual crimes spoke for a number of 2.5% and 2.7% and 16% and 13%” lacks a clear grammatical structure linking figures to years and categories. The sentence beginning “The value of car crime” has a similar problem with its sequence of numbers. Practise controlled comparison structures, such as “The perceived figure fell from X to Y, while the actual figure rose from A to B.”

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

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