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)

This plan shows the site of the beechwood farm in 1950 and the same site today.If we see it are are some major change but not in area. The area remains the same.Before when we enter farm there are fruit trees on right side as compared today it also have farm shop where we can buy fruits. When you enter farm on your left side there was a big field for sheep, as of now on that side of land parking is made with a Camping field and if we go further we can see solar panels with parking place too.If we move ahead after fruit trees area we can see Soft Fruits and Vegetables area with is as it is before but before the track ended there but today you can see the barn. In 1950 Barn was big and was opposite to sheep and in front of Farmhouse as of now its near vegetables area. In place of Barn today they have build Holiday cottages. Farmhouse and Chickens area is the same and is now changed.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to address the task by comparing the two maps of Beechwood Farm in 1950 and today. However, the coverage of main features is partial and lacks clear selection and reporting. While some key changes are mentioned, such as the addition of the farm shop, parking, and holiday cottages, the description relies heavily on subjective, conversational phrasing such as 'If we see it are are some major change' and 'If we move ahead'. Additionally, some spatial relationships are inaccurately described or difficult to follow, limiting the development of the overview and comparison. To reach a higher level, the writer should present a clearer overall trend of the site's transformation into a more commercial, tourism-oriented facility, and systematically report all major spatial changes using objective, formal language rather than personal narration.

Coherence and Cohesion: Band 4.5

The text suffers from a lack of proper paragraphing, appearing as a single dense block of writing which hinders the overall organisation. Cohesion is weak and mechanical, relying on repetitive conditional phrases like 'If we see it' and 'If we move ahead' rather than a sophisticated range of cohesive devices. Furthermore, referencing is frequently unclear, making it difficult for the reader to track the location of features on the map (for example, 'on that side of land parking is made'). Progression is disjointed because ideas jump haphazardly between different areas of the farm without a logical spatial or thematic sequence. To improve, the writer needs to divide the text into distinct paragraphs, utilise a wider variety of transition signals, and establish a clear, logical route or grouping strategy when describing spatial changes.

Lexical Resource: Band 5.0

The vocabulary used is very basic and repetitive, employing everyday language rather than precise terminology suitable for an academic task. Words like 'big', 'change', and 'area' are overused, and there are noticeable vocabulary and spelling errors, such as 'beechnood' or mixing up verb forms like 'have build' instead of 'have built'. The range of vocabulary is minimally adequate to convey the basic subject matter, but attempts at less common items are largely absent or inaccurate. To achieve a higher score, the writer must incorporate a wider and more precise range of lexical items related to maps and geographical changes, such as 'converted', 'replaced', 'relocated', and 'substantially expanded', while ensuring accurate word forms and spelling.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of grammatical structures, relying primarily on simple sentences and faulty attempts at complex clauses. There are frequent grammatical errors throughout the text, including subject-verb agreement issues (e.g., 'there are fruit trees... as compared today it also have'), missing articles ('is made with a Camping field'), and incorrect prepositions ('with is as it is before'). Punctuation is also problematic, with run-on sentences and missing spaces after punctuation marks. These frequent errors cause noticeable difficulty for the reader and impede fluent comprehension. To improve, the writer needs to focus on mastering basic sentence construction, ensuring correct verb tenses for past and present time frames, and reducing the density of grammatical slips.

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