Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 12 · 2026-10-04

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 6.0)

The map illustrates the centre of a small town called Islip town centre as it now and the furure development predictions.

Overall, the future development shows the town centre has undergone redevelopment with the removal of countryside area and addition of new housing scheme and introduction of modern facilities, such as Dual carriageway , bus station, car parking and shopping centre. Although, the position of the park, schools and shops are retained but their infrastructure has been altered.

At present, the town centre has a park at south east, which is connected to the main road and there are too many shops at north and south of the road. Behind the shops there is a countryside. There is a housing area at the south of the town centre and a school which is also located in the south.

In future, Dual carriageway is introduced which surrounds the whole centre and a new shopping centre were built between a bus station and a car parking, and there were a place for pedestrians only outside the shops. New routes were introduced for new housing ares. Place of school were not changed but it is surrounded by boundry.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the prompt by presenting an overview and reporting the main features of the town centre maps, noting changes such as the introduction of a dual carriageway and a shopping centre. However, some aspects are under-developed or less clear. For instance, the student states that 'the countryside area' was removed, when the map shows it replaced by the new housing scheme and road layout. The overview attempts to capture the main trends, but minor inaccuracies in reporting the spatial relationships prevent a higher score. Ideas are relevant, but greater precision in describing the transformations is needed to elevate the response.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement with a logical progression from an introduction and overview to specific descriptions of the current layout and future plans. Paragraphing is used appropriately to separate the different sections of the task. However, cohesion is sometimes mechanical or faulty, such as the abrupt transition using 'Although, the position of the park...' and repetitive referencing. Cohesive devices are employed to guide the reader through the comparison, but referencing is not always completely clear or smoothly integrated, keeping the writing at this level.

Lexical Resource: Band 6.0

An adequate range of vocabulary is attempted to describe the map changes, including terms like 'redevelopment', 'infrastructure', and 'pedestrians only'. There are attempts to use less common vocabulary, but these are accompanied by some inaccuracies in word choice, form, and collocation, such as 'furure development predictions' and 'new housing scheme' instead of schemes. Spelling and word-choice errors, such as 'boundry' instead of boundary, occur but they do not seriously impede communication, allowing the response to meet the requirements of this band.

Grammatical Range and Accuracy: Band 5.0

The writing displays a mix of simple and complex sentence forms, demonstrating some control over structure. However, there are frequent errors in grammar and punctuation that occasionally cause difficulty for the reader. Noticeable issues include tense inconsistencies when describing the future plans, such as mixing past and present forms ('a new shopping centre were built' and 'there were a place for pedestrians'), as well as article and preposition errors like 'in future' instead of 'in the future'. These recurring mechanical errors limit the complexity and accuracy of the output.

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