Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 12 · 2026-10-01

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 4.0)

The maps show the two centre of a small town.the hagest and lowest meajer its development are maps

Maps are sow a data in two part of small town called lslip as and most two charrt maps are comparisons are basd in higest development area of the mapes and the most to faceaj in just like a suceral trun over in full town in road in the mapes sowing.

Fast mapes are sow data in lislip town centri in fast stage are mapes . aer is the east side a brst and most beuti full park and the south area is the housing snd the housing and the wast side a school area and the north area in the beasd inshops and shops aer the mostly higest area are in the caplitiy shops and shops aer and the town in the best road in wast to east side aer mapes showing and the sowig aer main road and best park and mostiy higesst in housing and housing and auoder shops area in hitak forc tn copling to the maps

the maps another area is a lslip town centre planned a development area side in another sid a just like a comparisons a mean road is the differt sacerakil the all of the town in mapes sow aer the mostli candet in thess sow aer the par are in same in maps side in the wast area ishousing and school in side and thr new dildin sat the town aer bus station in town in wast side and the nort side a shoppig centre carv park and the east sida a new areaa blideag housing and the aother mane road side a pedestrians only

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response responds to the task only minimally and tangentially, reflecting a band score of 4. The student attempts to describe the maps showing Islip town centre now and the planned developments, but the overview and reporting of main features are extremely fragmented and difficult to follow. Rather than providing a clear summary of key changes such as the introduction of the dual carriageway loop, the pedestrianisation of the central street, and the new zoning for retail and housing, the text offers disjointed observations like 'the maps show the two centre of a small town.' While some spatial elements are mentioned, such as the bus station and shopping centre, the overall progression and selection of features remain inadequate for a fully coherent task response.

Coherence and Cohesion: Band 3.5

Coherence and cohesion are severely compromised, placing the response at a band 3.5. Information and ideas are not arranged in a coherent manner, and there is a distinct lack of logical progression throughout the text. Paragraphing is attempted, but internal paragraph structure breaks down rapidly due to heavily fractured sentences and a lack of clear topical focus. Cohesive devices are either missing or misused, with repetitive connectors and unclear referencing (such as 'The maps another area is a lslip town centre planned'), making it very difficult for the reader to follow the flow of information or understand how different parts of the maps relate to one another.

Lexical Resource: Band 4.0

Lexical resource is very basic and repetitive, corresponding to a band 4. The student relies heavily on elementary vocabulary and experiences frequent severe errors in word choice, spelling, and word formation (e.g., 'hagest', 'meajer', 'sow', 'dildin', 'sacerakil'). There is a lack of control over precise academic terminology required for describing maps and spatial changes. While the writer attempts some topic-related words like 'housing', 'school', and 'park', the frequent lexical inaccuracies and distorted terms heavily strain the reader and impede clear communication throughout the response.

Grammatical Range and Accuracy: Band 4.0

Grammatical range and accuracy sit at a band 4, characterised by a very limited range of structures and frequent errors that distort meaning. The response lacks accurate simple sentences and completely fails to construct controlled complex forms. Errors are frequent across multiple categories, including verb tenses, missing articles, incorrect prepositions, and faulty subject-verb agreement (e.g., 'Maps are sow a data in two part', 'the wast side a school area', 'the east sida a new areaa blideag housing'). These persistent grammatical breakdowns make many sentences ungrammatical and difficult to parse.

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