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 given graph illustrates the percentages of crimes(burglary, car crime, violent crime) that people are often victim to, these are the ones that are percieved in comparison to the actual ones that took place, the data is for the years 2009,2010 and 2011.

Overall, the percieved crime percentages are supposedly way higher than the crimes that actualy took place. However, the actual crime rates are drastically lower in percentages when compared.

The precieved rates for the year 2009/2010 for all three mentioned crimes lied in the range 15-21% approximately. However, for 2010/2011, for burglary and violent crime the percentages recorded were nearly 13%, and for car crime it was just around 16%.

For actual felonies that tool place in year 2009/2010, car crime was the most with just below 5%,and for the rest two, it was counted for nearly 3%. In case of data recorded for 2010/2011, car crime still held the same position levels of previous year. However, a slight increase in percentages were observed for the other two, with approximately 1% increase.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses all parts of the task by summarizing the main features of perceived and actual crime rates for burglary, car crime, and violent crime across the specified years. An appropriate overview is provided, noting the significant gap between perceived danger and actual likelihood. Key data points are selected and reported, such as car crime being the highest actual offense and the percentages for the years 2009 to 2011. However, some areas are slightly under-developed or imprecise, such as grouping the 2009/2010 perceived rates broadly into a range rather than detailing individual figures, which prevents the response from achieving a higher band. Overall, the core features of the visual data are correctly identified and compared.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement with a clear division into an introduction, an overview paragraph, and separate body paragraphs addressing perceived and actual data. Information and ideas are generally presented in a logical sequence, and the progression of the summary is easy to follow. Cohesive devices are used to connect ideas, such as 'Overall', 'However', and 'For actual felonies', though some referencing and linking feel slightly mechanical. Paragraphing is used adequately to separate distinct themes, but finer cohesive links between sentences could be managed more flexibly to achieve a smoother flow.

Lexical Resource: Band 5.0

The vocabulary used is adequate for the task, allowing the student to communicate their main points about crime statistics. There are several spelling and word-choice errors that occur throughout the response, such as 'percieved' (perceived), 'actualy' (actually), 'precieved' (perceived), and 'tool' (took). The student attempts some less common vocabulary items like 'felonies', but control is inconsistent. While these lexical errors do not seriously impede communication, their frequency prevents the vocabulary score from reaching a higher level.

Grammatical Range and Accuracy: Band 5.5

The response uses a mix of simple and complex sentence forms, demonstrating some control over sentence structures. There are several grammatical errors and punctuation issues present, such as comma splices in the opening sentence ('...crimes that people are often victim to, these are the ones...'), preposition errors ('victim to' instead of 'victim of'), and slight agreement issues like 'percentages were observed for the other two, with approximately 1% increase'. However, these errors rarely impede communication, and the majority of simple sentences are clear. To improve further, the writer needs to enhance punctuation control and eliminate basic structural slips.

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