Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-09-17

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 4.5)

Beechwood Farm was showed two different plans at 1950 and now, there are varaiety changes. The most noticeble design is Sheep area in 1950 are seprate in camping field and solar panels, both them have parking area near road. Moreless,trees were plant in camping field, four panels were setted in nearby area. Also beside the parking area in camping field, the farm shop was built in fruit trees area, where can buy fresh and nature product in Beechwood Farm. Along the road, the color sign was change from grey with balck point to total white, this shown road may up-level than before. In the seperatino road near soft fruits and vegetables to triangle road, the barn was move to where road converge together, also it became smaller than usual. The old barn had rebuild as holiday cottages, and separate into three buildings. Otherwisely, farmhouse and chickens area keeps the same situation.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response5.0
Coherence and Cohesion5.0
Lexical Resource4.0
Grammatical Range and Accuracy4.0
Overall4.5

Task Achievement / Task Response — Band 5.0

The response attempts to describe the changes shown in the two maps of Beechwood Farm. While it mentions several alterations such as the addition of the camping field, solar panels, and farm shop, the overall selection of main features is disjointed and lacks a clear, overarching overview. Furthermore, some of the descriptions are inaccurate or confused, such as stating that the old barn was rebuilt into holiday cottages when the plans show the holiday cottages built on a different section, and noting that the road colour sign changed. Key comparisons between 1950 and the present day are poorly developed, resulting in a partial and somewhat confusing treatment of the task. Consequently, this performance aligns with Band 5.

Coherence and Cohesion — Band 5.0

The text lacks proper paragraphing, being presented as a single dense block of text, which hinders the readability and logical progression of ideas. Although cohesive devices like 'Also', 'Along the road', and 'Otherwisely' are attempted, their usage is often awkward or inaccurate. Referencing is frequently unclear (e.g., 'both them have parking area', 'where can buy fresh and nature product'), making it difficult for the reader to follow the spatial relationships between the various farm features. The overall organisation is lacking in clear structure and cohesive flow, corresponding to a Band 4.5, rounded to a stable Band 5.

Lexical Resource — Band 4.0

The vocabulary used is very limited and repetitive, with frequent word choice errors and unnatural collocations (e.g., 'varaiety changes', 'Moreless', 'color sign', 'nature product' instead of natural products, 'up-level'). There are also spelling errors ('noticeble', 'seprate', 'setted', 'seperatino', 'Otherwisely'). While the student attempts to name specific features from the prompts, the lexical control is weak and sometimes strains the reader's comprehension, reflecting the descriptors for Band 4.

Grammatical Range and Accuracy — Band 4.0

Grammatical control is weak throughout the response. There are frequent basic errors in verb forms, voice, and agreement (e.g., 'Beechwood Farm was showed', 'Sheep area in 1950 are seprate', 'trees were plant', 'the barn was move', 'had rebuild'). Sentence structures are overly simplistic or clumsy, and attempts at complex structures typically result in faulty grammar (e.g., 'where road converge together'). Punctuation is also sparse and inaccurate. These frequent errors cause considerable difficulty for the reader, placing the grammar at a Band 4 level.

See this exact question answered at other band scores — the same prompt compared across bands.

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