Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-31

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 graph shows the perceived danger and actual likelihood of being a victim of crime.

Overall, car crime had the highest percentage in perceived danger, while actual danger had low percentages in every categories.

To begin with, car crime accounted for the highest position in 2009/10 for perceived danger with 22 % while, actual likelihood of being a victim of crime was significantly low with 4 %. Whereas, burglary and violent crime had a similar share in perceived danger and actual chance with approximately 15% and 2% respectively.

Furthermore, position of care crime reduced considerably in 2010/11 with 17 %.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the chart’s main contrast: perceived risk is much higher than actual victimisation, and car crime is the highest perceived category. The figures you do include are broadly consistent with the chart. However, the response is very incomplete: it gives only one figure for 2010/11 and does not compare the actual rates across both years or describe the changes in burglary and violent crime. The overview is also too general to summarise the main patterns fully. The response contains 79 words, below the required 150, which contributes to the limited coverage. To improve, report the key comparisons for all three crime types and both years, then give a concise overview of the largest and smallest values and the overall year-to-year pattern.

Coherence and Cohesion: Band 5.0

The response has a basic structure, with an opening overview followed by two paragraphs that introduce details. Linking expressions such as “Overall,” “To begin with,” and “Furthermore” help signal the sequence. However, the progression is limited because the final paragraph gives only one change and does not complete the comparison across categories or years. “Whereas” also introduces a fragment rather than a complete contrasting sentence, and the comma after “while” interrupts the sentence. Organise the details more systematically—for example, compare perceived and actual figures for 2009/10, then describe how each category changed in 2010/11. This would make the relationships between the figures clearer and give the response a more complete progression.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing the chart, including “percentage,” “perceived danger,” “actual likelihood,” “highest,” and “reduced considerably.” This shows an ability to communicate the basic comparisons. However, some choices are imprecise or unnatural: “highest position” is not a natural way to describe a chart value, and “share” is less suitable for these percentages. “Actual danger” also changes the chart’s meaning, which concerns actual likelihood of victimisation. There is some repetition of “danger” and “crime,” while the short response offers limited evidence of range. Aim for precise chart language such as “rate,” “figure,” “proportion,” and “victimisation,” and use the same terms consistently for perceived and actual likelihood.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and more complex comparisons, and the main message is generally understandable. However, the range is limited, and several sentence-level errors reduce accuracy. In “while, actual likelihood,” the comma is misplaced; “in every categories” has an agreement error; and “Whereas, burglary and violent crime…” is an incomplete sentence because “whereas” needs to connect two clauses. The sentence beginning “To begin with” also uses an awkward comma before “actual likelihood.” Practise forming complete comparison sentences and checking plural agreement and punctuation. For example, connect the contrast directly: “Car crime had the highest perceived rate, whereas its actual rate was much lower.”

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

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