Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-03
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)
as we can see, the fruit trees, soft fruits and vegetables and chickens spots remain where they are and it sensible because to remain there because of greenery and one of the main reason is river because wherever you grow fruits or vegetables you always need water for it and in this situation we can have an idea why they remain there.Now they have made two parking places both near the road to manage the folks who comes to visit the farm and they replaced the sheep shelter with the camping field for whatever good reason and they moved the bam connecting it wi the rods which was previously near track again for whatever good reason i don't know there must be one. As there is sufficient amount of sunlight available there, they installed the solar plates there which in general is beneficial for them . A fam shop is also built near the road at the start inside the are of fruit tressand we can see the presence of holiday cottages a well
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the task only partially, presenting a rudimentary overview of the changes between 1950 and today. While the candidate correctly identifies that areas like fruit trees, soft fruits, vegetables, and chickens remain, the treatment of the visual data is heavily reliant on conversational commentary and personal speculation, such as 'for whatever good reason i don't know'. Key developments like the addition of holiday cottages, the farm shop, and the solar panels are mentioned, but other features and comprehensive comparisons between the two maps are largely overlooked or inadequately developed, reflecting a limited ability to extract and synthesise map information effectively.
Coherence and Cohesion: Band 4.0
The response lacks a clear overall progression and is structured as a single, dense paragraph with virtually no paragraphing. Cohesive devices are largely absent or highly repetitive and mechanical, relying heavily on conversational connectors like 'and' and 'Now'. Referencing and logical sequencing are weak, with ideas flowing into one another without adequate transitional signposts to guide the reader through the spatial changes depicted on the maps. Information and ideas are not arranged coherently enough to establish a clear structural relationship between the past and present layouts of the farm.
Lexical Resource: Band 5.0
Vocabulary is limited but minimally adequate to convey the most basic ideas about the maps. The student uses mostly simple, repetitive language and makes noticeable lexical and spelling errors, such as 'spots' instead of plots, 'bam' instead of barn, 'rods' instead of roads, and 'plates' instead of panels. While there are some attempts to use task-relevant terms like 'fruit trees', 'vegetables', and 'holiday cottages', the range is constrained, and word-choice inaccuracies occasionally cause difficulty for the reader in understanding the precise spatial relationships.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of grammatical structures, relying heavily on lengthy, run-on sentences joined by coordinating conjunctions like 'and'. Attempts at complex structures are frequently faulty, marred by missing punctuation, run-on clauses, and poor preposition use. There are frequent errors in basic sentence construction, articles, and agreement, such as 'folks who comes', 'inside the are of fruit tress', and 'cottages a well'. These grammatical shortcomings cause frequent difficulty and strain for the reader throughout the text.
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