Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-04

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 6.0)

The map chart compares the site of a farm in the year of 1950 and current year.

Overall, The site of farm underwent a lot of changes and developed drastically. as they increased the facilities for travelers

in 1950, the farm is divided by a track which went through a re-construction and is now being used as a road. there was some fruit trees also planted in small rectangular plot in 1950. whereas right now a small farm shop is opened and took the smaller portion of the fruit trees. while soft fruits and vegetables areas remain exact the same as before. on the very left side of the chickens area the new barn constructed and replaced the old barn area. currently, the old barn area is being used as holiday cottages. on the other hand chicken and farmhouse are same as before.

on the right of the road where only a sheep yard existed. they utilize the space in current time. for instance, sheep yard is now being used for camping, 2 parking lots . in addition to that solar panels are also installed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all main parts of the task, highlighting the major transformations between 1950 and the present day. An overview is provided, noting that the site underwent extensive development, particularly regarding facilities for travelers. Key features such as the conversion of the track into a road, the addition of the farm shop, holiday cottages, a camping field, and solar panels are reported. However, some areas lack complete clarity or development. For instance, the exact spatial relationships of certain altered features, such as the relocation of the barn and the use of the old barn area, are slightly under-developed and could be more precisely integrated into a clearer comparative overview. To reach the next level, the response would need to ensure every key feature is fully extended and supported without minor gaps in geographical referencing.

Coherence and Cohesion: Band 6.0

The response displays a coherent overall arrangement with a discernible progression from an introductory overview to body paragraphs detailing specific changes. Paragraphing is attempted, though formatting and paragraph boundaries could be managed more cleanly. Cohesive devices are used, but they are sometimes mechanical or faulty, such as starting sentences with lowercase letters or disjointed transitions like 'on the other hand chicken and farmhouse are same as before.' Reference words are occasionally unclear, which disrupts the logical flow between sentences. To achieve a higher band, the writer must employ a wider range of cohesive devices more flexibly and ensure that paragraphs are structured with clearer topical focus and precise logical links between ideas.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, successfully communicating basic changes on the farm using terms like 're-construction,' 'rectangular plot,' and 'solar panels.' However, the range is limited, and there are noticeable lexical errors and awkward word choices, such as 'current year' instead of the present day, 'did not mention' or referencing 'the very left side of the chickens area.' Word formation and collocation occasionally falter, for example saying 'fruit trees also planted in small rectangular plot' instead of plural forms or proper prepositions. To reach a higher score, the student needs to incorporate a wider and more sophisticated range of vocabulary, including less common lexical items related to maps and spatial changes, while maintaining greater accuracy in word choice and collocation.

Grammatical Range and Accuracy: Band 5.0

The writing demonstrates a mix of simple and complex sentence structures, but control over grammar and punctuation is inconsistent. There are frequent basic errors, including missing capitalization at the beginning of sentences and after full stops, tense inconsistencies when shifting between past and present descriptions (e.g., 'the farm is divided' instead of was divided), and omissions of necessary articles ('the site of farm,' 'the chickens area'). While these errors rarely completely obscure the message, they occur frequently enough to impede smooth reading. To improve, the student must work on sentence boundary punctuation, consistent and accurate tense usage for past versus current descriptions, and correct article and preposition usage within grammatical patterns.

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