Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-07-31

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 6.0)

The given picture shows the scene of Beechwoood farm from 1950 and the development it had in the following years. We can see there are some major upgrades in the map of the farm.

Before in 1950 it just looked like a normal typical farm with tracks big spaces wasted for sheep flocks and barns, with no major energy source, entertainment, greenery and proper parkings.

It had no paring space for visitors and guesthouses and everything was unarranged.

In the today's date the farmhouse is packed with bundle of things and faced major development changes. Starting from solar panels which is an important investment for energy, and some source of entertainment for visitors like camping field where they can enjoy camping experience, a proper parking for the visitors, cottages for them to stay, a barn to keep the sheep, a farm shop, and some greenery like trees and made proper road instead of a track.

These changes made the farm much more interesting and will attract much more visitors and it is properly arranged then before.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the maps, such as the addition of solar panels, cottages, and the farm shop. However, the analysis is somewhat superficial and relies on subjective descriptions like 'interesting' rather than objective reporting of spatial changes. The overview is weak; it lacks a clear summary of the most significant transformations, such as the shift from a purely agricultural site to a diversified commercial and leisure facility. To improve, focus on comparing the layout changes more precisely, such as the replacement of the track with a road and the specific relocation of the barn, rather than listing features in a narrative style.

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, which helps the reader follow the progression from the past to the present. However, the use of cohesive devices is limited and somewhat mechanical. Phrases like 'In the today's date' and 'Before in 1950' are slightly awkward and do not flow naturally. The transition between the description of the past and the present could be smoother. To improve, use a wider variety of linking words and phrases to connect ideas within and between paragraphs, such as 'In contrast,' 'Subsequently,' or 'Furthermore,' to create a more cohesive and professional structure.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks the precision and range expected at higher bands. There is a reliance on informal or imprecise phrasing, such as 'bundle of things,' 'unarranged,' and 'normal typical farm.' While the student successfully uses topic-specific vocabulary like 'solar panels,' 'cottages,' and 'farmhouse,' the overall lexical choice is repetitive and lacks sophistication. To achieve a higher score, incorporate more precise academic collocations and descriptive adjectives that accurately reflect the changes in the landscape, such as 'diversified,' 'converted,' or 'infrastructure.'

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally distract the reader. Examples include 'In the today's date' (incorrect preposition/article usage), 'made proper road' (missing article), and 'properly arranged then before' (incorrect comparative structure). While these errors do not completely impede communication, they are persistent. To improve, focus on mastering basic article usage, subject-verb agreement, and the correct formation of comparative structures. Increasing the variety of complex sentence forms while ensuring accuracy will also help raise the score.

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