Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-11-01

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 illustrates the percived danger and actual likelihood of being victim of crim by 3 types of crimes burglary ' car crime ' violent crim between 2009 to 2010

overall ' car crime is the highest crime percentage in percived danger and actual likelihood whereas burglary records the lowest percontage type of crime comparing with them all

in the first percived danger and actual likelihood ' car crime type reaches significantly to 22 % respectively in 2009/10 and in 2010/11 became lower about 17 % respectively however

burglary is 12% in 2010 /11 and meanwhile increased to 15.5 % in 2009/10 ' exactly was changing here

looking in the end violent type of crime in 2009 /10 had large percentage approximately 15% meanwhile sudeenly in 2010/11 decreased a lot and reached to the percentage 13 regarding to the years different

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the three crime types and make a relevant overall comparison: car crime is highest and burglary is generally lowest. You also report several perceived figures, including car crime at about 22% and 17%, and burglary at 15.5% in 2009/10. However, the response only partially covers the chart: it largely omits the actual-likelihood figures, which are essential to the comparison, and some values are inaccurate (burglary in 2010/11 is about 13%, not 12%; violent crime is about 13.5%, not 13%). The overview also does not clearly compare perceived and actual risk. The response is 141 words, below the required 150. Include both series for each year and summarise the large gap between perceived and actual likelihood.

Coherence and Cohesion: Band 5.5

There is some organisation: an introduction is followed by an overview and then paragraphs discussing car crime, burglary and violent crime. This gives the reader a basic route through the information. However, progression is not consistently clear, partly because the comparisons shift between crime types and years without a systematic pattern. Phrases such as “in the first perceived danger and actual likelihood” and “looking in the end” do not clearly signal what information follows. The repeated use of “meanwhile” and “however” sometimes creates awkward or unclear links. Group the data by year or by perceived versus actual likelihood, and use precise linking phrases such as “By contrast” to make comparisons easier to follow.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “approximately,” “decreased” and “reaches,” and the reader can generally identify the crime categories being discussed. However, the range is limited and several spelling and word-choice errors make the report less clear, such as “percived,” “crim,” “percontage” and “sudeenly.” Some expressions are also unnatural, including “reaches significantly to 22%” and “exactly was changing here.” Use standard chart-reporting collocations and avoid repeating “crime percentage.” For example, describe a figure as “stood at” a percentage, or say that it “fell to” a lower level. Careful proofreading of spelling and word forms would make your meaning more reliable.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences, for example with “whereas” and “however,” but control is inconsistent. Several sentences lack necessary articles or have incomplete grammatical patterns: “being victim of crim” needs an article, while “burglary is 12% … and meanwhile increased” does not clearly state what increased. Tense and sentence structure are also awkward in “car crime type reaches … in 2009/10 and in 2010/11 became lower.” Punctuation, especially the repeated apostrophes and spacing around slashes, further interrupts the reading. Practise writing complete sentences with a clear subject and verb, and use consistent past-tense forms when describing the chart’s years.

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

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