Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-08-24
IELTS Writing Task 1 question
The maps below show the centre of a small town called Islip as it is now, and plans for its development.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.5)
The maps illustrate the centre of a small town which is known as Islip town as it is now and its plan for development.
The first map indicates the Islip town centre structure now. This town has countryside, shops, main road, housing and park. In the north end of the map, there is a countryside and after the country side there is a main road. The main road both sides are occupied by shops and there are 8 shops in each side. After the shop, there are housing. In south area, there is a road bended and in the bend area there is a school. Far from the school there is housing society.
The second map illustrates the Islip town centre development plan and structure is developed from the present structure. There will be a road from the far west to a circle around the housing and school. There will be only pedestrians way in the middle of the map to go to shopping and park. There will be big shopping centre along with bus station and car parking area in the nort side. There will be eight shops near the park and new housing. There will be a dual carriage way in the west side.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the maps, such as the addition of the bypass, the pedestrianization of the town centre, and the relocation of facilities. However, the description is somewhat mechanical and lacks a clear overview or summary of the most significant changes. While the student identifies specific features, the comparison between the two maps could be more analytical. For instance, instead of listing features in each map separately, grouping them by thematic changes (e.g., transport infrastructure vs. commercial facilities) would provide a more cohesive summary. The response addresses the prompt but lacks the synthesis required for a higher band.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, which helps the reader follow the transition from the current state to the planned development. However, the use of cohesive devices is quite limited and repetitive. Phrases like 'In the north end', 'After the shop', and 'There will be' are used frequently, making the flow feel somewhat mechanical. The progression of ideas is logical, but the lack of varied linking words (e.g., 'consequently', 'furthermore', 'in contrast') limits the coherence. Improving the variety of transitions would significantly enhance the readability of the report.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task but remains quite basic. The student relies on simple descriptors like 'big', 'small', and 'new'. There is an attempt to use specific terminology such as 'dual carriage way' and 'pedestrians way', though the latter is grammatically incorrect. To reach a higher band, the student should incorporate more precise vocabulary related to urban planning, such as 'infrastructure', 'redevelopment', 'expansion', or 'converted'. The repetition of 'there is/there will be' also limits the lexical range.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but accuracy is inconsistent. There are several grammatical errors, such as 'countryside and after the country side there is a main road' (missing articles and awkward phrasing) and 'pedestrians way' (should be 'pedestrianized area' or 'pedestrian zone'). Subject-verb agreement and article usage are frequent areas of concern. While the meaning is generally clear, these persistent errors prevent the response from reaching a higher band. Focusing on sentence variety and proofreading for basic grammatical slips would be beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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