Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Summit Mastery · 2026-10-02

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 6.5)

The bar graph draws comparison between the perceived and actual likelihood of being victim of three different crimes from the year 2009 to 2011.

Overall, in both 2009/10 and 2010/11, the actual likelihood of being a victim of any of the three crimes: burglary, car crime and violent crime, was substantially low than the perceived likelihood. Additionally, The perceived likelihood decreased for all three crimes in 2010/11.

In 2009/10, Car crime had the greatest perceived likelihood of just above 20 percentage. Burglary and violent crime had almost similar preceived likelihood which was around 15 percentage. While Burglary had the lowest actual likelihood at around 2 percentage in 2009/10, Car crime had the highest actual likelihood at just below 5 percentage.

Burglary and violent crime witnessed slight increase in the actual likelihood in the year 2010/11 compared to 2009/10. In contrast to this, car crime was the only crime for which, actual likelihood decreased slighly. In both the years, car crime had the highest perceived as well as actual likelihood among all three crimes.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response satisfies the requirements by addressing all parts of the task, providing an overview and selecting the main features such as the dominance of car crime and the stark contrast between perceived and actual likelihoods. However, certain aspects are under-developed or contain minor inaccuracies in data interpretation. For instance, the student states that 'burglary and violent crime witnessed slight increase in the actual likelihood in the year 2010/11', which is generally accurate, but some comparisons lack precise reporting of the figures. The overall trend is correctly identified, and the general message is clear. To reach a higher band, the response would need to integrate the data more fluidly and support all comparisons with greater precision.

Coherence and Cohesion: Band 6.5

The text demonstrates a coherent overall arrangement with a clear logical progression throughout. The response is divided into logical paragraphs, starting with an introduction, moving to an overview, and then detailing the specific data points for each period. Cohesive devices are used, such as 'Overall', 'In 2009/10', and 'In contrast to this', which help to guide the reader through the comparisons. However, cohesion can sometimes feel slightly mechanical or repetitive in its sentence-starting patterns. Referencing and paragraphing are managed adequately, but to achieve a higher band, the flow between sentences and paragraphs needs to be smoother and more sophisticated without relying on formulaic transition markers.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, successfully attempting less common items such as 'substantially low', 'perceived likelihood', and 'actual likelihood'. However, there are some inaccuracies in word choice and word formation, such as writing 'being victim of' instead of 'being a victim of', 'percentage' instead of 'percent', and 'slighly' which is a spelling error. Collocations are generally acceptable, though not fully precise. These vocabulary and spelling errors do not impede communication, placing the response securely in the mid-range. To improve, the student needs to expand their range of less common lexical items and ensure accurate spelling and word formation.

Grammatical Range and Accuracy: Band 6.0

The response employs a mix of simple and complex sentence forms, such as 'Although the graph draws comparison...' and 'In contrast to this, car crime was the only crime for which, actual likelihood decreased slighly.' There are some errors in grammar and punctuation, including missing articles ('being victim', 'Car crime had'), unnecessary commas ('for which, actual likelihood'), and prepositions. However, these errors rarely impede communication and the meaning remains clear. To reach the next band, the student must demonstrate a higher proportion of error-free sentences when using complex structures and tighten their control over articles and punctuation.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.