Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-11-08

IELTS Writing Task 1 question

The plans below show the site of a farm in 1950 and the same site today.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.



 

Student answer (Band 4.5)

In both of images we illustrate that and comparing the beechwood farm from 1950 to today

In 1950 beechwood farm loks so simple and clear a local peson can understant the architechture of the farm it was quiete simple a main road apeares in the left side of the farm adn a main intrance gate as we inter n the farm we saw on left side of track fruit trees and next to it soft fruits and next to it vagetables in front of track it was a tri angled track whi one side goes to the slightly right to the barn ad right side was a sheep and backside has farmhouse and chicken it covers around with water

Today it changes in intrance we have thre stores which is discused fruit trees next soft fruits next vegetable and triangle rod one corner goes toward barn backside was a chicken and one side of tri angled road mgoses to parking and solar panel and in starting there was a parking and camping field n the road holiday cages and farm house

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two time periods and mention several relevant features, including the fruit and vegetable plots, sheep, barn, farmhouse, chickens, parking, camping and solar panels. However, the comparison is only partial and there is no clear overview of the main changes. Some details are inaccurate or difficult to interpret: the 1950 plan shows one main road and tracks, not a “main entrance gate,” and the present-day plan has a farm shop, not “three stores.” The description also does not clearly explain that the former tracks became roads or that holiday cottages and visitor facilities were added. To improve, summarise the overall shift from a simple farm to a site with tourism and energy facilities, then report the locations accurately and systematically.

Coherence and Cohesion: Band 5.0

The response follows a basic chronological order, first describing 1950 and then today, which gives the reader a simple framework. You also use a few sequencing expressions, such as “next to it” and “Today.” However, the ideas within each period are crowded into long, loosely connected sentences, and the progression between locations is often unclear. For example, the 1950 description moves from the road to the plots, track, sheep and buildings without consistently showing how these features relate spatially. There are no clear paragraph breaks or overview to guide the reader. Use separate paragraphs for the two maps, group features by area, and use precise links such as “to the north” and “whereas.”

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “fruit trees,” “soft fruits,” “vegetables,” “parking,” “camping field” and “solar panel,” so the reader can recognise several map features. However, the range is basic and repetitive, and frequent spelling errors make the description harder to understand, for example “loks,” “peson,” “understant,” “vagetables” and “intrance.” Some choices are also inaccurate or unclear: “stores” does not describe the farm shop shown, and “holiday cages” appears to mean holiday cottages. Build a more precise set of location and change terms, and check spelling carefully. Words such as “facility,” “converted” and “situated” would help you describe the developments more accurately.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several ideas in longer sentences, but sentence structures are very limited and errors are frequent enough to obscure relationships between features. For instance, “In both of images we illustrate that and comparing” has an incomplete, ungrammatical construction, while “a main road apeares in the left side” lacks accurate article and preposition patterns. Tense and agreement are also inconsistent, as in “it changes” and “one side goes.” Punctuation is largely absent, so sentence boundaries are difficult to identify. Practise writing short, complete sentences first, then combine them with accurate clauses: for example, “In 1950, a track led from the main road to the farm buildings.”

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