Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Summit Mastery · 2026-07-26

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 bar graph illustrates the data about perceived and actual likelihood of being a victim to crime between the year 2009 to 2011 in three different categories i.e bulgary, car crime and violent crime.

Overall, percieved car crime ratio and actual crime was among the highest among other crimes. While bulgary and violent crime percieved estimate was same however, real; crime rate for bulgary was less than violent crime in all years.

First of all, Bulgary was thought to be happen 15% but it acutally 2% in the year [redacted phone]. While, alleged buldary was 13% in 2010-11,lower than last years, while real crime ratio was 3% ,which was higher than last years.

Secondly, Car crime were suspected to happen 21% ,in the year 2009-10, but in actual it occured nearly 5% which was the highest among all crime rates. supoosed crime value dropped to 17% in the year 2010-11, and real crime was also slightly less than last years.

Lastly, alleged voilent crime percentage was 15% in 2009-10 , but real voilence percentage was 3%. Downward trend was also seen in the suspected voilent crime percentage which was 13% and acutal voilence percentage remained essentialy same.

in conclusion, suspected percentage for all three crimes experienced downward trend . While actual bulgary percentage slightly increased , and car crime perentage slightly decreased and voilent crime percentage remained essentialy same.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers all parts of the task by identifying the main features and making comparisons between the perceived and actual crime rates. However, the analysis is somewhat mechanical, focusing on listing figures rather than synthesizing the data effectively. The overview is present but could be more clearly articulated to highlight the significant gap between perception and reality. While the main trends are identified, some data points are slightly inaccurate or confusingly presented, such as the comparison of burglary and violent crime. To improve, focus on grouping the data more logically and ensuring the distinction between the two time periods is consistently clear.

Coherence and Cohesion — Band 6.5

The essay is organized into logical paragraphs, which helps the reader follow the information. There is a clear introduction, body paragraphs for each crime type, and a conclusion. However, the use of cohesive devices is sometimes repetitive or slightly unnatural (e.g., 'First of all', 'Secondly', 'Lastly'). Some transitions between sentences are abrupt, and the referencing of time periods could be smoother. While the overall progression is coherent, the mechanical nature of the linking words prevents the response from reaching a higher band. Improving the variety of cohesive devices would enhance the flow of the text.

Lexical Resource — Band 6.0

The range of vocabulary is adequate for the task, but there are frequent spelling errors (e.g., 'bulgary', 'percieved', 'voilent', 'acutally', 'supoosed'). These errors are noticeable and detract from the professional tone required for an Academic Task 1 report. While the student attempts to use topic-specific vocabulary like 'alleged', 'suspected', and 'actual', the repeated spelling mistakes and occasional word choice issues (e.g., 'real crime rate') limit the score. To improve, proofread carefully for spelling and aim to use more precise collocations to describe statistical trends.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout the text. Issues include incorrect verb forms ('was thought to be happen'), missing articles, and punctuation errors (e.g., '21% ,in the year'). While the meaning is generally clear, the frequency of these errors means the student does not consistently produce error-free sentences. To reach a higher band, focus on subject-verb agreement and the correct use of prepositions and articles in statistical descriptions.

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