Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-09-30

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 bar graph illustrates the information about perceived and actual likelihood of being a victim of three distinct type of crime which are burglary, car crime and violent crime in year 2009/10 and 2010/11.

Overall, it is clearly seen that the percentage of perceived danger was declined over the period of time, while actual percentage of victim was increased slightly except car crime.

To begin with, in 2009/10, the percentage of assumed danger burglary was over 15%, decreased slightly to around 13% in 2010/11. In contrast, the percentage of actual victims was rose from almost 2.5% to 3% in 2010/11. The perceived danger of being victim is around 21% in 2009/10 and decreased significantly to approximately 17%.

Furthermore, the percentage of actual car crime was accounted for almost 4.5% in 2009/10. In 2010/11, the actual percentage of being a victim of car crime slightly dropped to around 4%. Similarly, assumption of being a victim of violent crime was around 15% in 2009/10, which decreased to 13% in 2010/11. Meanwhile, the percentage of actual victims increased to 3.5% in 2010/11 from 3% in 2009/10.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The student covers all parts of the task by reporting the main features of the chart, including both perceived and actual likelihoods across the two years for all three crime types. An overview is provided in the second paragraph, capturing the main trend that perceived danger declined while actual victimisation remained relatively stable or increased slightly. Data is generally reported accurately, such as noting that car crime perceived danger dropped from 21% to 17%. However, there are minor data misreadings, such as stating for burglary that actual victims rose from almost 2.5% to 3% when the chart shows 2% in 2009/10 and 2.5% in 2010/11. Overall, the content is well selected and addresses the prompt effectively.

Coherence and Cohesion: Band 6.0

The response has a clear overall progression and logical arrangement, moving from an introductory summary to an overview, and then into detailed body paragraphs for specific crime categories. Paragraphing is used appropriately to separate ideas. Cohesive devices are employed to link information, such as 'Overall', 'To begin with', 'In contrast', and 'Furthermore'. However, referencing and transitions within the body paragraphs occasionally feel slightly mechanical or repetitive, such as the frequent repetition of sentence structures starting with 'the percentage of'. Despite these minor faults, the information flows logically and is easy to follow.

Lexical Resource: Band 6.0

The student demonstrates an adequate range of vocabulary for the task, successfully using terms such as 'illustrates', 'declined', 'significantly', and 'approximately'. There are some attempts at less common vocabulary and synonyms for data representation, such as 'assumed danger' and 'assumption of being a victim'. However, there are noticeable word-form and collocation errors, such as 'three distinct type of crime' (types), 'actual percentage of victim was increased' (victims were), and 'percentage of actual victims was rose' (rose). These errors do not impede communication but prevent the vocabulary score from reaching a higher band.

Grammatical Range and Accuracy: Band 6.0

The student attempts a mix of simple and complex sentence forms, incorporating relative clauses and comparative structures. There are several grammatical errors present throughout the text, including tense and voice confusion ('was declined', 'was rose', 'percentage of actual victims was accounted for almost 4.5%'), article omissions, and pluralisation errors ('three distinct type'). While these errors occur with some frequency, the majority of sentences are understandable, and meaning is rarely obscured. The structural variety is sufficient for a competent delivery of the task requirements.

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