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 bar graph here illustrates the perceived danger and actual odds of being a victim of crime. There are three types of crimes Burglary, Car crime and Violent crime.

Overall, car crime accounted for the highest perceived danger and also actual probablity of crime. In contrast, Burglary and Violent crimes remained at same level when perceived and actual diffrentiated.

In 2009/10, car crime held the largest share of perceived danger at above 20% and the actual odds came at just below 5%. Meanwhile, in 2010/11 it was perceived lower than before at around 17% but the actual odds came to same as before at near 5%.

The figuers of Burglary and Violent crime viewed on same level in 2009/10 and 2010/11. However, the actual likelihood changed for both crimes. In 2009/10 Burglary was at the bottom comparing to others at around 2%, while in showed an upward movement raising to 3% by 2010/11. Violent crime was at approximately 3% and showed a very little movement raising by just 0.5% by 2010/11

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by selecting and reporting the main features of the chart, providing an overview and making relevant comparisons. For example, the student correctly identifies that car crime accounted for the highest perceived danger and actual probability. However, some ideas are under-developed or contain minor inaccuracies, such as stating that Burglary and Violent crimes remained at the same level when perceived and actual were differentiated, which is somewhat unclear and imprecise. Data is generally used to support points, such as noting that car crime perceived danger was above 20% in 2009/10, though some figures like 'near 5%' for actual likelihood are slightly generalized. To move to a higher band, the student should provide a more fully developed comparison across all years without vague summaries.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement with a clear logical progression from an introduction to an overview and supporting body paragraphs. Paragraphing is used adequately to separate distinct ideas and years. However, cohesion is sometimes faulty or mechanical, with referencing that is not always entirely clear. For instance, transitional phrases like 'Meanwhile' and 'However' are used, but sentences within paragraphs occasionally feel disconnected, such as 'The figuers of Burglary and Violent crime viewed on same level'. To achieve a higher band, the writer needs to ensure smoother transitions between sentences and more precise referencing devices to link data points seamlessly.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, attempting less common terms such as 'perceived danger', 'actual likelihood', and 'upward movement'. However, there are some word choice, spelling, and word form errors that occasionally distract the reader, such as 'probablity' instead of probability, 'diffrentiated' instead of differentiated, and 'figuers' instead of figures. Additionally, phrases like 'viewed on same level' or 'in showed an upward movement' show awkward collocations. To reach the next band, the student must expand their range of vocabulary and eliminate spelling slips and minor lexical inaccuracies to ensure natural and precise expression.

Grammatical Range and Accuracy: Band 5.5

The response employs a mix of simple and complex sentence forms, demonstrating attempts at relative clauses and comparative structures. There are some errors in grammar and punctuation, but they rarely impede communication. Examples of errors include missing articles or prepositions, such as 'comparing to others' instead of compared to others, and awkward verb phrasing like 'the actual odds came to same as before'. Punctuation is generally acceptable, though occasional structural awkwardness persists, such as 'while in showed an upward movement'. To progress to a higher band, the student must demonstrate better control over complex sentence structures and reduce the frequency of grammatical slips.

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

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