Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-07-25
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 6.0)
The given graph illustrates the information about perceived threat as well as statistical probability of being a prey of crime.
Overall, there is proportion of perceived and actual likelihood of being a victim of crime according to crime type. In addition, the percentage is seen higher in category of supposed car crime in 2009/10.Furthermore, the least amount is recorded in perceived burglary crime in years 2010/11.moreover, as indicated in the graph actual crimes in 2010/11 was lowest than other crimes .
Seemed car crime in 2009/10 took leads above all other types of crime about 22%.On the other hand same the proportion remained same approximately 15% in both perceived burglary and violent crime in 2010/11.
Real prevalence of in years 2009 and 2010 is noticed higher in car crime and lowest in burglary. In mentioned years 2010/11 the actual crime ratio as indicated in the graph is about 4% in car crime which is higher than all and 3% in burglary which is the lowest.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response attempts to summarise the graph but struggles to clearly distinguish between the two categories (perceived vs. actual) and the different time periods. While you identify some key features, such as the high perceived car crime in 2009/10, the description of the data is often confusing. For instance, stating 'there is proportion of perceived and actual likelihood' is vague. You need to more clearly contrast the perceived danger with the actual likelihood for each crime type. The data points are sometimes inaccurately described, making it difficult for the reader to follow the trends without looking at the original graph. More precise reporting of the figures is required to fully satisfy the task requirements.
Coherence and Cohesion — Band 6.0
The essay is organised into paragraphs, but the flow of ideas is frequently interrupted by awkward phrasing and unclear transitions. While you use some cohesive devices like 'Furthermore' and 'On the other hand', they are sometimes used incorrectly or do not logically connect the preceding and following sentences. The referencing is occasionally unclear, particularly when discussing the years and crime types. To improve, ensure that each paragraph has a clear focus and that sentences follow a logical progression. The mechanical nature of the transitions makes the text feel disjointed, which hinders the overall readability and logical flow of the report.
Lexical Resource — Band 6.0
The vocabulary is somewhat limited and occasionally imprecise. For example, using 'prey of crime' is not standard collocation; 'victim of crime' is the correct term. Phrases like 'took leads above' and 'lowest than' are inaccurate and reflect a lack of control over word choice and comparative structures. While you attempt to use topic-specific vocabulary like 'prevalence' and 'proportion', the overall range is narrow. To reach a higher band, focus on using more precise academic vocabulary and ensuring that collocations are natural. Frequent errors in word choice occasionally impede the clarity of your comparisons.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors throughout. Issues include missing articles ('in category of supposed car crime'), incorrect comparative forms ('lowest than'), and subject-verb agreement errors ('actual crimes... was lowest'). Punctuation is also inconsistent, with missing spaces after periods and commas. These errors are noticeable and sometimes make the meaning difficult to grasp. To improve, focus on mastering basic sentence construction, specifically the use of articles, comparative adjectives, and subject-verb agreement. Reducing these frequent errors will significantly improve the clarity and professional tone of your writing.
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