Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-04
IELTS Writing Task 1 question
The plans below show the site of an airport now and how it will look after redevelopment next year.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
SOUTHWEST AIRPORT
Student answer (Band 5.0)
The mat ilustrate the area I am airpot m current scencrio and the major changes that no occur after the reconstruction.
Overall, the airpot will have major changes after the redevelopment, specially the boarding gates
doubling in number, and making more convenient to the passenger.
there are also more facilities in the future like Am, sky train and car hire services as compared to the present airpot.
when you look at the airport after development, the first change that we notice is the increase in the number of gate. Before the development there were only eight gates, but after the redevelopment there are 18 in total. Which makes a lot more easier for the passenger for checking in and making an exit. They are also skytrain accessible in the future plan which wasn't there before.
They are also shops were passenger could spend their time before boarding while it wasn't there in the past.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response addresses the task partially, attempting to present an overview and select main features of the airport maps. However, several details are imprecise or underdeveloped. For instance, the mention of facilities such as an ATM, sky train, and car hire is included, but the description lacks sufficient depth and clarity regarding their exact locations and spatial relationships. The overview attempts to capture the key transformation—specifically the doubling of boarding gates—yet overall development remains limited, and some ideas are repetitive or lack adequate support from the visual data, placing this aspect of the writing firmly within the lower-mid range.
Coherence and Cohesion: Band 5.0
The text displays some organization, attempting an introduction, body details, and a brief conclusion, but there is no clear overall progression of ideas. Paragraphing is weak and erratic, featuring several very short, fragmented paragraphs, such as 'They are also shops were passenger could spend their time before boarding while it wasn't there in the past.' Cohesive devices are either inadequate, inaccurate, or overused, with repetitive transitional phrasing like 'There are also' used multiple times. Reference pronouns are occasionally unclear, and the mechanical flow between sentences disrupts the overall readability of the report.
Lexical Resource: Band 5.0
Vocabulary is limited but minimally adequate to convey basic points about the airport maps. There are frequent noticeable errors in word choice, spelling, and word formation, such as 'mat' instead of map, 'airpot' for airport, 'scencrio' for scenario, 'specially' for especially, and 'Am' for ATM. The writer attempts some less common vocabulary items like 'redevelopment' and 'convenient', but inaccuracies in spelling and collocation—such as 'making more convenient to the passenger'—cause some difficulty for the reader and impede precise communication throughout the response.
Grammatical Range and Accuracy: Band 5.0
The writer demonstrates a limited range of grammatical structures, relying heavily on simple sentences alongside poorly controlled complex attempts. Frequent errors are present across articles, prepositions, plurals, and verb forms, such as 'the major changes that no occur', 'the increase in the number of gate', and sentence fragments like 'Which makes a lot more easier for the passenger'. Additionally, punctuation is frequently faulty, and subject-verb agreement issues appear regularly, meaning these persistent errors can cause strain and difficulty for the reader.
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