Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-10-24

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 illustrates the crime types and divided into perceived crime and actual crime. Units are measured in percentage. Overall, perceived car crime (09/10) is higher than actual crime. Although perceived violent crime and burglary (09/10) and (10/11) are at the same percentage which is around 16% and 13%. However, the actual crime is the least in the graph.

Perceived car crime (09/10) is higher than the perceived car (10/11) crime which is around 5%. Surprisingly, both year (09/10) and (10/11) actual car crime is same and it is almost 4%.

On the other hand, burglary and violent crime are similar in the perceived crime years. It is approximately 16%. The real difference is visible in the actual crime. In the burglary, actual crime(09/10) is around 2% and actual crime (10/11) is nearly 3%. Violent crime is also differing in the actual crime, in (09/10) is almost 3% and in (10/11) is almost 4%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the chart’s central contrast: perceived risk is much higher than actual victimisation, and car crime has the highest perceived figures. You also compare the two years for car crime and describe the actual burglary and violent-crime figures. However, the overview is not fully clear: “the actual crime is the least” does not specify that actual rates are lowest across all three categories, and the response omits the decline in perceived burglary and violent crime between the years. Some figures are also imprecise: perceived car crime falls from about 21% to 17%, a difference of roughly four percentage points, not five; perceived burglary and violent crime are not both identical in both years. A clearer overview and more accurate, complete comparisons would strengthen the report.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, with an introduction and overview followed by paragraphs comparing car crime and then burglary and violent crime. This gives the reader a generally coherent route through the information. However, progression is sometimes weakened by repetition: the point that perceived car crime is highest appears in both the overview and the next paragraph, while the final paragraph repeats the similarity of perceived burglary and violent crime. Linking phrases such as “Although” and “However” do not always express a clear relationship between the clauses that follow them. Grouping all perceived figures together and then all actual figures, or making the year-to-year comparisons consistently, would make the organisation more purposeful and cohesion less mechanical.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing the chart, including “perceived,” “actual,” “percentage,” “approximately,” and “difference.” These terms help communicate the main subject, and the meaning is generally understandable. However, the range is limited and several expressions are awkward or imprecise, such as “the graph illustrates the crime types and divided into perceived crime and actual crime,” “the perceived car (10/11) crime,” and “the real difference is visible.” “Actual likelihood” or “actual rate” would be more precise than repeatedly calling the figures “actual crime,” while “fell” and “remained unchanged” would describe the comparisons more efficiently. Aim for accurate collocations and avoid repeating the same general terms; this would make the report clearer and more natural.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentences, including “Although perceived violent crime and burglary … are at the same percentage” and “Surprisingly, both year … actual car crime is same.” The main comparisons can usually be understood, but some grammatical errors remain. For example, the opening sentence is incomplete (“The graph illustrates the crime types and divided…”), and “both year” needs a plural form and a clearer sentence structure. Articles and verb forms are also missing in “it is same” and “in (09/10) is almost 3%.” Punctuation and spacing around brackets are inconsistent, and some sentences join ideas without a complete grammatical structure. Practise complete clauses and accurate comparisons while retaining the range of sentence forms you are attempting.

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

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