Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-10-03

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 compares the assumption related to danger made by people in proportions along with the reality of crime that is faced by some of them.

To initiate with, perceived danger in terms of car crime is at the highest peak i.e. 21% in 2009/10. While, the actual offence consisted of mere 4.5% in the same year. However, a decade later i.e. in 2010/11 the situations were similar with the perceived danger accounting 17% in comparison to actual car crime of 3.8% only.

Furthermore, in case of burglary almost 15% of people came under perceived category while the real likelihood of such cases were mere 3%. Although in the year 2010/11 the perceived events of burglary estimated 13%, on the contrary, the actual event that took place holds 3.6%. Subsequently, for violent crime the perceived data is 15% in 2009/10. While, the actual incident that took place contains 3.5%.

As an overall view, it is apparent that real offence is taking place at very minor pace compared to the perceived one.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the task by reporting the main features and making comparisons between perceived danger and actual likelihood across the three crime types. However, some parts are under-developed or inaccurately reported. For instance, the student states that the actual car crime in 2010/11 was '3.8%', whereas the chart shows it at approximately 4.5%. Additionally, the overview correctly notes that actual offences are much lower than perceived ones, but the general presentation of data tends to list isolated figures rather than fully developing clear, broader trends. To reach a higher level, the response needs to ensure greater accuracy in data extraction and more fully extend comparisons across the given time periods.

Coherence and Cohesion: Band 6.0

The response demonstrates a coherent overall arrangement with a clear attempt at paragraphing, moving from an introduction to body paragraphs detailing specific crimes, and concluding with an overall view. Cohesive devices are used to signal progression, such as 'To initiate with', 'Furthermore', and 'As an overall view'. However, referencing and cohesion are occasionally mechanical or slightly awkward, as seen in phrases like 'While, the actual offence consisted of mere 4.5%', where punctuation and transitions disrupt the flow. Paragraphing is present, but grouping the information more logically could improve the overall progression. To achieve a higher standard, the student should employ smoother, more varied cohesive links and avoid starting sentences with hanging conjunctions like 'While'.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, allowing the student to communicate basic comparisons about crime rates. There are attempts to use less common vocabulary, such as 'perceived danger', 'actual offence', and 'proportion', but these are accompanied by noticeable inaccuracies in word choice and collocation, such as 'assumption related to danger made by people in proportions' and 'came under perceived category'. Spelling is generally correct, but awkward phrasing like 'taking place at very minor pace' impedes natural expression. To move to a higher band, the student must demonstrate a wider and more precise range of lexical items with better control over collocations and idiomatic academic phrasing.

Grammatical Range and Accuracy: Band 6.0

The response features a mix of simple and complex sentence forms, demonstrating that the student can attempt various structures. There are some error-free sentences, but grammatical inaccuracies persist, particularly with articles, prepositions, and fragment sentences. Examples include starting sentences with 'While, the actual offence...' and awkward prepositional usage such as 'in case of burglary almost 15% of people came under perceived category'. Punctuation errors are also present, such as unnecessary commas splitting dependent clauses. These errors rarely impede overall communication, placing the grammatical control comfortably in the middle range. To improve further, the student should refine complex sentence structures and eliminate basic errors in punctuation and article usage.

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

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