Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The provided plans isllustrates the difference between area of a beechwood farm approximately 73 years ago and today.
Overall, the structure of the beechwood farm is not deliberatley changed. However, some modifications has been made throughout the period of time. Major changes include solar panels at the top side of the farm as well as a camping field build near the highway with parking area.
Moreover, farm shop is build inside the fruit trees along with the linking road to the highway. A barn is made at the end of the barn on the north side, while chickens, vegetables and farmhouse area did not representing any change. solar panels are installed as a reuseable energy source for the all electric systems of the beechwood farm. Although a Parking is provided both near the camping field and solar panels. Tracks has been converted in to roads for transport.
Most interesting part of this revolution is that it maintains the major structure of farming from 1950 and a good part is the tree in the center of the beechwood farm
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response attempts to present an overview of the changes at Beechwood Farm between 1950 and today, noting several key alterations such as the addition of a camping field, solar panels, and a farm shop. However, the information is only partially addressed, and some reported details lack clarity or misrepresent the visual data, such as the statement that a barn is made at the end of the barn or describing features that did not change with some confusion. The overview is somewhat limited, and while main features are identified, they are not fully developed or supported with precise comparisons, resulting in a somewhat fragmented account of the two maps.
Coherence and Cohesion: Band 5.0
The response attempts to organise information into paragraphs, but there is a lack of clear overall progression and logical sequencing between sentences. Paragraphing is attempted, yet internal transitions and referencing are often mechanical or unclear, such as the sudden introduction of details in the third paragraph. Cohesive devices are basic and sometimes inadequate, creating a disjointed flow for the reader. While an overall attempt at comparing the past and present is visible, the relationships between ideas are not always transparently linked, leading to a choppy structure that lacks a smooth, logical narrative.
Lexical Resource: Band 5.5
The vocabulary used is limited and barely adequate for describing spatial data and map changes. There are several noticeable word choice and word formation errors, such as 'isllustrates', 'deliberatley', 'build' instead of built, and 'reusable'. Less common lexical items are attempted, but inaccuracies in spelling and collocation impede smooth communication at times. The range of vocabulary is restricted mostly to basic descriptive terms, and terms specific to map interpretation—such as indicating relative locations or spatial changes—are underutilized or incorrectly applied.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of grammatical structures, relying heavily on basic sentences where attempts at more complex structures frequently become faulty. There are frequent grammatical errors in verb forms, subject-verb agreement, and passive constructions, such as 'modifications has been made', 'farm shop is build', and 'Tracks has been converted in to roads'. These frequent errors require the reader to occasionally pause or interpret the intended meaning, reflecting a lack of control over basic and intermediate grammatical patterns.
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