Band 7.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 7.0 · Cambridge IELTS 20 · 2026-08-02
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 7.0)
The plans below illustrate the comparison of a Beechwood farm in 1950 and at present.
Overall, the site has changed considerably and there are numerous modern buildings. However, areas of edibles and the river remain unchanged. Furthermore, a number of parking spaces have been built.
Beechwood farm in 1950 was a simple area with not many amenities. All buildings were at the corner of the road. Many alterations have been done today.
Furthermore, there is a river that runs beneath the main road that has not moved from the previous position. There are fruits and vegetable shops adjacent to the main road that have not changed their site. The chicken shop and farmhouse are side by side at the same place as was in the past.
The road has been converted to a track, and on the other side of the track there are two parking areas and a camping field. The sheep have been moved from that place and now there is an area for solar panels behind parking. By the side of the river, there are holiday cottages. In addition, the barn has been moved with a vegetable shop.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.0 |
| Coherence and Cohesion | 7.0 |
| Lexical Resource | 6.5 |
| Grammatical Range and Accuracy | 6.5 |
| Overall | 7.0 |
Task Achievement / Task Response — Band 7.0
The response covers the main features of the farm plans, identifying key changes such as the addition of parking, holiday cottages, and solar panels. However, the description of the layout is somewhat imprecise. For instance, stating that 'the barn has been moved with a vegetable shop' is vague and does not clearly describe the spatial relationship or the nature of the change. While the main features are addressed, the comparison could be more analytical by grouping changes more logically (e.g., infrastructure vs. land use) rather than listing them sequentially. The overview is present but could be more detailed regarding the overall transformation of the site from a functional farm to a more commercial/leisure-oriented space.
Coherence and Cohesion — Band 7.0
The response is logically organized into paragraphs, with a clear introduction, overview, and body paragraphs. Cohesive devices such as 'Furthermore', 'In addition', and 'However' are used to link ideas. However, some transitions feel slightly mechanical, and the referencing is occasionally unclear, such as in the final sentence where the movement of the barn and shop is described without specifying their new locations. The progression of information is generally easy to follow, but the paragraphing could be improved by grouping the static features together more distinctly from the new developments to enhance the flow of the comparison.
Lexical Resource — Band 6.5
The vocabulary is adequate for the task, allowing the student to describe the farm features clearly. There is some attempt to use topic-specific vocabulary like 'amenities', 'converted', and 'solar panels'. However, the range is somewhat limited, and there are instances of imprecise word choice, such as 'areas of edibles' (which is unnatural) and 'chicken shop' (which is likely a misinterpretation of a farm building). To reach a higher band, the student should incorporate more precise descriptive language related to maps and spatial changes, such as 'relocated', 'expanded', or 'replaced'.
Grammatical Range and Accuracy — Band 6.5
The student uses a mix of simple and complex sentence structures. While many sentences are clear, there are some grammatical inaccuracies, such as 'Many alterations have been done today' (passive voice usage is slightly awkward here) and 'as was in the past' (missing subject). Punctuation is generally correct, and the errors present do not impede communication. To improve, the student should focus on using a wider variety of complex structures, such as relative clauses or participle phrases, to describe the changes more fluidly, and ensure subject-verb agreement is consistent throughout.
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