Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-08-02
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 bar-chart illustrates the rate of possibility and actual likelihood of danger to fallen into a victim of crimes like; burglary, car crimes, and violent crimes.
Among all of the three crimes that have been listed in the chart, it can be seen that victims of car crimes takes the highest percentage in all given data throughout the year 2009 to 2011. Whereas, the both the perceived and actual level of victims burglary and violent crimes are almost at same level with each other.
The percentage of victims peaked approximately at 22% in perceived car crimes in year between 2009 and 2010, whereas, the least percentage being in burglary of actual victims at around 2.5%. The rate of actual victims of car crimes and violent crimes are at the same level in the year range of 2009 to 2011. Both being at a percentage of approximately in the range of 3-4%. The actual level of victims in burglary crimes are even lower than that of the other two.
Overall from the graph it can be seen that the rate of victims being in danger in perceived crimes in all three sectors are drastically higher compared to danger of actual victims by almost at a difference of more than 60%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the graph, including the three crime types and the comparison between perceived and actual likelihood. However, the analysis is somewhat inaccurate in its interpretation of the data. For instance, the claim that perceived and actual levels are at the same level for burglary and violent crimes is not supported by the visual data, which shows a significant gap. Additionally, the final summary statement regarding a '60%' difference is a misinterpretation of the scale. While the response identifies key trends, the lack of precision in reporting the data points and the misreading of the graph's overall message limit the score.
Coherence and Cohesion — Band 6.5
The essay is organised into logical paragraphs, with an introduction, body paragraphs, and an overview. Cohesive devices such as 'whereas', 'among all', and 'overall' are used to link ideas. However, the progression of ideas is occasionally hindered by awkward phrasing and mechanical transitions. The referencing is sometimes unclear, particularly in the second paragraph where the comparison between perceived and actual levels is confusingly stated. Paragraphing is used appropriately, but the flow between sentences could be improved to ensure a more natural progression of information.
Lexical Resource — Band 6.0
The vocabulary is generally adequate for the task, allowing the student to describe the trends and categories. There are some attempts at less common vocabulary, such as 'illustrated' and 'approximately', but there are also persistent errors in word choice and collocation, such as 'danger to fallen into a victim' and 'rate of possibility'. These errors do not impede communication, but they demonstrate a limited range and some inaccuracy in using more sophisticated language. To improve, the student should focus on more precise collocations related to data description.
Grammatical Range and Accuracy — Band 6.0
The student uses a mix of simple and complex sentence structures. However, there are frequent grammatical errors throughout the text, such as 'victims of car crimes takes the highest percentage' (subject-verb agreement) and 'the both the perceived' (redundant articles). Punctuation is also inconsistent, particularly with the use of semicolons. While the meaning is generally clear, the frequency of these errors prevents the response from reaching a higher band. The student should focus on proofreading for basic subject-verb agreement and article usage to improve accuracy.
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