Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-10-05

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 graph below depicts the actual likelihood and perceived danger of being a victim of different types of crime over three-year period.

Overall, it is evident that car crime was the most dominated category whereas burglary and violent crime shared almost similar records. Notably, actual numbers differ greatly as compared to perceived values over the three-year period.

On the one hand, the car crime accounted for the highest figure with 22 and 17 in terms of actual likelihood and perceived danger between 2009 and 2011. Whereas the actual victim rate was quite low with only 4 and 3.5.

On the other hand, the burglary and voilent crime category accounted for the second rank in the chart. Both categories have minor difference in numbers. Subsequently, the burglary crime type represented 15.5 and 13 for being perceived while actual numbers were marginally lower with 2 and 2.5 in figures. Moreover, the violent crime accounted for 15.5 and 13.5 in terms of perceived danger in contrast to actual statistics recording 3 in numbers.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully covers all parts of the task by reporting the main features of the chart, providing an overview, and making relevant comparisons between the perceived danger and actual likelihood of crime types. However, some aspects are more fully developed than others. For instance, the data points selected are occasionally confused or misreported, such as stating that car crime accounted for figures of '22 and 17' when the chart indicates perceived values of around 21 and 17. Furthermore, the description of the actual victim rates gets slightly mixed up with the perceived categories. To reach a higher band, the student must ensure greater accuracy when citing numerical data from the visual source and develop the comparisons with fewer misinterpretations.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a clear introduction, an overview paragraph, and body paragraphs dedicated to specific crime types. The writing is easy to follow, and the progression of ideas is generally logical. Cohesive devices such as 'Overall', 'On the one hand', and 'On the other hand' are employed to structure the comparison effectively. However, the use of transition markers can sometimes feel a bit mechanical or slightly awkward, such as 'Subsequently' when introducing statistical details. Paragraphing is used appropriately, but to achieve a higher band, the logical flow between sentences within paragraphs needs to be smoother, and referencing could be handled with greater precision to avoid minor ambiguities in the text.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, successfully attempting less common and topic-specific terms such as 'perceived danger', 'actual likelihood', and 'victim of different types of crime'. However, there are noticeable word choice inaccuracies and collocation slips, such as stating that car crime was 'the most dominated category' instead of 'dominant', and a spelling error with 'voilent'. These lexical slips do not impede overall communication, but they prevent the response from achieving a higher score. To improve further, the writer should focus on precise word forms, correct adjective endings, and strengthening natural collocations related to statistical reporting.

Grammatical Range and Accuracy: Band 6.0

The writing exhibits a mix of simple and complex sentence forms, with adequate attempts at comparative structures and relative clauses. There is good control over basic sentence construction, but some grammatical and punctuation errors are present. Examples include missing articles or incorrect prepositional phrasing, such as 'over three-year period' lacking an article, and minor awkwardness in clause structure. These errors rarely impede communication, meaning the reader can still grasp the intended meaning without difficulty. To reach a higher band, the student should aim to increase the proportion of error-free complex sentences and pay closer attention to articles, singular and plural noun agreements, and prepositions within statistical contexts.

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.