Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-08-29
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)
THE BAR SHOW THAT THE PLANS BELOW SHOW THE SITE OF A FARM IN 1950 AND THE SAME SITE TODAY.THE BEECHWOOD FARM HAVE MANY DIFFERENTS IN 1950 FOR TODAY .
OVERALL,THE ARE A LOT OF CHANGES IN THE YEARS . LIKE IN 1950 THERE WAS ONLY FRUIT TREES , SOFT FRIUTS ,AND SOME THINGS BUT TODAY THERE HAVE INCREASE THINGS LIKE PARKING , SOLAR PANELS ETC
ON THE FIRST HAND , WE DESCRIBE THE 1950 . NEAR THE ROAD THERE WAS DIFFERENT FRIUT TYRESS . THERE WAS ALO TRACK THAT ATTACH ALL THINGS AND ON THE OPPOSITE THERE WAS RIVER WHO TOUCH ALL THE THINGS . THE TRACK HAS A TRIANGLE SHAPE AND ATTACH THE VEGETABELS . THE FRIUT TREES AND VEGETABELS BETWEEN THE SOFT FRIUTS.ON THE STRAIGHT OF TRIANGEL . THERE WAS CHICKENS FARMHOUSE AND BARN . BEHIND THE TRACK THERE WAS A SHEEP .
ON THE SECOND HAND , WE DESCRIBE TODAY TODAY . THERE WAS A FRIUT TREES THAT ALSO MADE FARM SHOP. SOFT FRIUTS AND VEGETABELS ARE SAME PLACE .ON THE STRAIGHT SIDE OF TRACK THE BARN LOCATION WAS CHANGED . THE PAST LOCATION OF BARN IS MADE NEW BUILDING HOLIDAY COOTTAGE . THE FARMHOUSE AND CHICKENS ARE THE SAME LOCATION. THE TRACK NAME WAS CHANGED IN ROAD ON THE OPPOSITE SIDE THERE WAS TWO PARKING ONE PARKING WAS ATTACH THE MAIN RIVER AND NEAR THE CAMPING FIELD AND OTHER HAND THE OTHER PARKING WAS BEHIND SOLAR PANNELS
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the changes between the two maps, but it fails to provide a clear, professional summary. While it identifies some key features like the parking and solar panels, the description is often confusing and lacks a logical overview. The student struggles to accurately report the spatial relationships, such as describing the track as a 'triangle shape' or using vague phrases like 'some things'. The response lacks a clear comparison of the main trends, focusing instead on a disjointed list of features. To improve, focus on grouping information logically (e.g., permanent structures vs. land use) and providing a clear, concise overview of the most significant changes.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the internal structure is weak. The use of cohesive devices is often mechanical or incorrect, such as 'ON THE FIRST HAND' and 'ON THE SECOND HAND', which are not appropriate for describing maps. The progression of ideas is difficult to follow because the sentences are often fragmented or lack clear logical links. Referencing is also problematic; for example, the phrase 'the same place' is used without clearly establishing the context. Improving the use of transition words and ensuring that each paragraph has a clear, singular focus would significantly enhance the flow of the writing.
Lexical Resource — Band 5.0
The vocabulary is very limited and repetitive. There are frequent spelling errors (e.g., 'FRIUT', 'TYRESS', 'PANNELS', 'COOTTAGE') and word-choice inaccuracies that occasionally impede the reader's understanding. The student relies on basic, informal language like 'some things' or 'made new building' rather than using precise, descriptive terminology suitable for a report on map changes. To achieve a higher band, the student needs to expand their vocabulary to include more specific terms related to geography and development, such as 'converted', 'extended', 'demolished', or 'relocated', and pay closer attention to spelling and standard collocations.
Grammatical Range and Accuracy — Band 5.0
The grammar is characterized by frequent errors that often distort meaning. There are consistent issues with subject-verb agreement (e.g., 'THE BEECHWOOD FARM HAVE', 'THERE WAS A FRIUT TREES'), incorrect verb tenses, and missing articles. The sentence structures are mostly simple and often contain run-on phrases or awkward syntax. Complex sentence attempts are rare and usually contain errors. To improve, the student should focus on mastering basic sentence construction, ensuring subject-verb agreement, and using appropriate tense consistency when describing past and present states. Proofreading for basic punctuation and capitalization errors would also be beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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