Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-11-04

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 bar graph illustrate the information of the perceived danger and actual likelihood of being a victim of crime .

In an overview in the bar the highest type by crime percieved and actual likelihood of being a victim of crime is car crime , and the lowest type of crime is burglary .

First and foremost , in the burglary the proportion of perceived 2009/10 is almost 16% , and actual in 2009/10 is 2% , as well as the percentage of perceived 2010/11 is near to 13% , and the actual 2010/11 is 3% . Furthermore in car crime the percentage of perceived and actual likelihood of being a victimof crime :by crime type in perceived 2009/10 is 21% , and the proportion of actual 2009/10 is 4% , moreover the number of perceived 2010/11 is 17% , and actual 2010/11 is 4% .

At least but not last the percentage of voilent crime in perceived 2009/10 is total 15% , and the proportion of actual 2009/10 in voilent crime is 3% . At the end of the value of voilent crime in perceived 2010/11 is almost 14% , and actual 2010/11 is 3% .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report all three crime types and include figures for both years and both measures, so the response contains relevant chart information. However, the overview is not fully accurate: car crime is highest in perceived likelihood, but it is not the lowest in actual likelihood; burglary is lowest in actual figures, while car crime is highest. The detailed figures are mostly close to the chart, though burglary actual 2010/11 is about 2.5%, not 3%, and some other values are rounded. The response mainly lists data rather than selecting the most important comparisons, and it does not clearly highlight the large gap between perceived and actual risk across all categories. A more precise overview and clearer comparisons would make the summary more complete.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, moving from an introduction and overview to details for burglary, car crime and violent crime. This gives the reader a general route through the information. However, progression is limited because the body largely repeats the same pattern of listing four figures for each crime type, without drawing the comparisons together. Some linking phrases are awkward or inaccurate, such as “At least but not last” and “At the end,” and “First and foremost” does not establish a meaningful relationship between the data. Organise the details around clearer comparisons—for example, perceived versus actual likelihood, then changes between years—and use simpler, more precise transitions.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “proportion,” “percentage,” “perceived” and “actual,” and the reader can generally identify the categories being discussed. However, the range is limited and several phrases are repetitive or unnatural, such as “the value of violent crime” and “the highest type by crime.” There are also spelling errors in “percieved” and “voilent,” while “victimof” is incorrectly joined; these reduce accuracy and polish. Choose vocabulary that describes data and comparisons precisely, and avoid repeating long wording from the task. For example, “the proportion for perceived risk” is clearer than “the percentage of perceived.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences using “and,” “as well as” and “moreover,” but most sentences rely on similar structures, and errors are frequent enough to make parts awkward to read. The opening has subject–verb disagreement: “The bar graph illustrate” should be “The bar graph illustrates.” Several sentences also have unclear grammatical relationships, as in “the highest type by crime percieved and actual likelihood … is car crime.” Commas are often separated from the preceding word, and the overview sentence is not punctuated cleanly. Practise accurate simple comparison sentences first, then combine them with controlled clauses, while checking agreement, articles and punctuation.

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

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