Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-08-11

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 5.0)

HERE, THE TWO PLANS REPRESENT THAT HOW IT WAS IN 1950 AND HOW IT LOOKS CURRENTLY.SO FOR THAT WE DESCUSSED IN FURTHER.

IT IS CLEARLY SEEN FROM FIRST MAP THAT IN 1950, THERE WERE NO HUSTLE BUSTLE.THEIR WAS ONLY ONE MAIN ROAD AND DONE ONLY ORGANIC FARMING.IT MAILY DIVIDED IN 4 PARTS WHICH WERE FRUIT TREES, SOFT FRUITS, VEGETABLES, SHEEP AND FARMHOUSE.

HOWEVER, COMPARING THIS WITH CORRENT SENARIO, THERE ARE MAJOR CHANGESGES IN PLAN. FRUITS TRESS AREA IS COMPRESSED BUT, SOFT FRUITS AND VEGETABLES HAVAE SAME AREAS. RATHER THAN SHEEP AREA OTHER THINHS TAKING PLACE SUCH AS PARKING, CAMPING FEILD, SOLAR PANELS. BARN IS ALSO GET SMALLER. THERE IS A HOLIDAY COTTAGES CONSTRUCTED TOO.

SO IN CONCULSION, THERE IS A LOTS OF THINGS CHANGED. IT HELPS TO INCREASE REVENUE GENERATE BUT, IT AFFECTS ANIMALS AND NATURE TOO.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While you identified the main features of the maps, the description is underdeveloped. You mention changes like the addition of solar panels and holiday cottages, but the report lacks a clear overview or a summary of the most significant trends. Furthermore, the inclusion of personal opinion in the conclusion ('it affects animals and nature too') is inappropriate for an Academic Task 1 report, which should remain objective and focused solely on the data provided. To improve, ensure you provide a clear summary of the overall changes and expand on the specific data points to meet the length requirement.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the logical flow is weak. The use of cohesive devices is very limited and often mechanical, such as the repetitive use of 'however' and 'so'. The referencing is sometimes unclear, and the transition between the introduction and the body paragraphs is abrupt. The lack of a clear, cohesive structure makes the information feel like a list of observations rather than a well-integrated report. To improve, use a wider variety of linking words and ensure that each paragraph has a clear focus that contributes to the overall progression of the summary.

Lexical Resource — Band 5.0

The vocabulary is quite basic and repetitive. There are several spelling errors, such as 'DESCUSSED', 'CORRENT', 'SENARIO', 'TRESS', 'THINHS', and 'CONCULSION', which indicate a lack of control over spelling. The range of vocabulary is insufficient to describe the maps with precision; for example, using 'things' to describe new facilities is too informal and imprecise for an academic task. To improve, focus on learning topic-specific vocabulary related to maps and changes, such as 'converted', 'replaced', 'expanded', or 'demolished', and proofread your work to eliminate basic spelling mistakes.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. There are issues with article usage ('in first map'), subject-verb agreement ('things taking place'), and sentence structure ('THE TWO PLANS REPRESENT THAT HOW IT WAS'). The punctuation is also inconsistent, with missing spaces after periods. The range of structures is limited to simple sentences, with very few attempts at complex grammatical forms. To improve, focus on mastering basic sentence construction, including correct verb tenses for describing past and present states, and ensure that you use articles and prepositions accurately.

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