Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 20 · 2026-08-20

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 4.0)

I am explain the first garph beechwood in 1950.

I will explain which deffrince today and in 1950.So we explain now.

Start from 1950.

When we enter beechwood farm in 1950.Then first offall we see the carpet road and south,west side we see the river and then have fruit trees and near soft fruits trees and also have vegetables track is also good and clean and chickens barn and also better quality farmhouse.1950 beechwood trees not to much thinks and have also good space running and in which farm have sheep for riding i thinks its all thinks have important to form house 1950 form have ends.

Now i am explain today beechwood farm house.

I am seeing this garph to much things now we explain here anything.

First have carpet road.When we enter beechwood form house road then we see right side form house shop and fruit trees and next place is soft fruits near have vegetables this three i thinks is same like 1950 and today not have any deffrince. And road going two side first side going barn side then ends road here and near have chickens and farmhouse holiday cottages and we see south side parking camping field and also putted soler panels for farmhouse and also have another parking.

I think today beechwood farm is better have everything for enjoying.so we closed the topic here and we going next part thank you.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to describe the changes at Beechwood farm, but it fails to meet the requirements of an Academic Task 1 report. The tone is overly conversational and informal, using phrases like 'I am explain' and 'so we closed the topic here'. While the student identifies some features, the description is disorganized and lacks a clear overview or a professional summary of the main trends. The comparison between 1950 and today is superficial and lacks the analytical precision required for this task. The response does not function as a formal report, which significantly impacts the ability to convey information effectively.

Coherence and Cohesion — Band 4.0

The organization is problematic. The text is divided into informal, conversational segments rather than a structured report. There is a lack of logical progression, and the use of cohesive devices is very limited and often misused (e.g., 'So we explain now', 'I think today beechwood farm is better'). The paragraphing is non-existent, and the flow of information is disjointed, making it difficult for the reader to follow the comparison between the two time periods. The referencing is unclear, and the overall structure does not meet the standards for academic writing.

Lexical Resource — Band 4.0

The vocabulary is very basic and repetitive. The student relies on simple, often inaccurate terms such as 'carpet road' (likely referring to a paved or access road) and 'thinks' (used repeatedly in place of 'things' or 'features'). There is no attempt to use academic or descriptive vocabulary suitable for summarizing a map or plan. Spelling errors are frequent (e.g., 'deffrince', 'garph', 'soler'), and word choice is often inappropriate for the context, which hinders the clarity of the description.

Grammatical Range and Accuracy — Band 4.0

The grammar is highly inaccurate throughout the response. There are persistent errors in verb tense, subject-verb agreement, and sentence structure (e.g., 'I am explain the first garph', 'today not have any deffrince'). The response consists mostly of simple, fragmented sentences with frequent grammatical slips that impede communication. There is no evidence of complex sentence structures, and the control of basic grammar is weak. The constant use of first-person commentary ('I am seeing', 'I think') is inappropriate for an academic report and reflects a lack of control over formal register.

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