Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The given bar graph indicates the information about the perceived danger and actual likelihood of being a victim of crime in three zones burglary, Car crime, violent crime.

According to the bar graph, in the year between 2009/10 about slightly more than 15% in perceived danger and around 2% of actual victims likewise, in the year between 2010/11 perceived danger reduced to 13% and actual victims increased to 3% of burglary. Car crime in 2009/10 about 21% were perceived danger and only 4% were actual victims of this crime and in the upcoming year of 2010/11 percentage decrease to 17% in perceived danger and actual victims percentage also reduced between 4%-3%.

Furthermore, in the year between 2009/10 violent crime in perspective of perceived danger was about 15% and actual victims of this crime were about more or less than 2-3% . However, in the year 2010/11 perceived rate decrease than 15% around 13% and actual crime rate slightly increased from previous year.

In conclusion, perceived danger is more than actual crime in all three aspects and car crime is consider highest in compare to three.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers the main features of the graph, including the three crime types and the two time periods. However, the analysis is somewhat mechanical, listing figures rather than synthesizing them into a clear overview. While the main trends are identified, the comparison between perceived danger and actual likelihood could be more analytical. The conclusion is brief and lacks a strong summary of the overall disparity between perception and reality. To improve, focus on grouping data more effectively and highlighting the most significant differences rather than listing every percentage point, which can lead to a disjointed narrative.

Coherence and Cohesion — Band 6.5

The essay is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is somewhat repetitive and occasionally mechanical (e.g., 'Furthermore', 'In conclusion'). The progression of ideas within paragraphs is sometimes hindered by awkward phrasing, making the logical flow feel a bit disjointed. Referencing is generally clear, but the transition between the description of different crime types could be smoother. Improving the variety of linking words and ensuring that each paragraph has a clear topic sentence would enhance the overall coherence of the response.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks the precision and range required for a higher band. There is some repetition of basic terms like 'perceived danger' and 'actual victims'. While the student successfully uses terms like 'percentage' and 'rate', there are instances of awkward word choice, such as 'in perspective of' and 'in compare to'. To reach a higher band, the student should incorporate more varied synonyms and precise collocations related to data description, such as 'discrepancy', 'prevalence', or 'statistically significant'.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include missing articles (e.g., 'in three zones'), incorrect preposition usage (e.g., 'in compare to'), and subject-verb agreement errors (e.g., 'car crime is consider'). Punctuation is also inconsistent, particularly with the placement of commas and the formatting of percentages. While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher level of grammatical control.

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