Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-06

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)

here to summarise the given task it is provided by the information that there's a site of farm in 1950s and the same site today the major differences have been taken by today the site of farm is mainly known as beechwood farm, the main features are the river and track which was given in 1950s farm here in the given date hasn't changed the tracks are simply called roads,by looking forward the chickens farmhouse hasn't been changed and the location of barn has changed it came below the roads and where as in the 1950s the place which was for the sheeps is now for camping field , parking and here we can see the transformation that solar panels are used for utilisation of solar energy the holiday cottages have been built fruit trees ,soft fruits , vegetables the change that have taken place is that the farm shop is there so this my summary regarding the task

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response makes an attempt to summarise the changes shown in the maps, noting that features like the farmhouse and chickens remain while others have been replaced or added, such as the camping field and solar panels. However, the information is presented in a very confused and disjointed manner. Important elements are either missing or inadequately described, and the overall progression lacks a clear overview or structured comparison. For instance, stating that 'the location of barn has changed it came below the roads' reflects a partial and unclear reading of the visual data. To move up, the writer needs to select and report the main features more systematically, providing a coherent summary that contrasts the 1950 layout with the current site accurately.

Coherence and Cohesion: Band 3.5

The text suffers from a major breakdown in organisation and paragraphing, as it consists of a single, run-on sentence without logical transitions. There are no cohesive devices used to guide the reader through the comparisons between the past and present layouts, leading to a complete lack of overall progression. Referencing is also weak, with ambiguous phrasing such as 'the change that have taken place'. To achieve a higher band, the response must be structured into distinct paragraphs (such as an introduction, an overview, and detailed body paragraphs) and utilise appropriate cohesive devices to link ideas logically.

Lexical Resource: Band 5.5

The vocabulary used is limited and repetitive, relying on basic terms like 'site', 'farm', 'roads', and 'changed'. There are noticeable errors in word choice and phrasing, such as 'the place which was for the sheeps' (instead of sheep) and 'utilisation of solar energy'. While the writer attempts some less common vocabulary related to the task like 'solar panels' and 'holiday cottages', the overall lexical control is basic and occasionally causes strain for the reader. To improve, the student should expand their range of vocabulary for describing spatial changes, development, and geographical features with greater precision and correct word forms.

Grammatical Range and Accuracy: Band 4.5

The grammatical structure is severely restricted, consisting almost entirely of one extremely long, rambling sentence rather than a mix of simple and complex sentence forms. There are frequent grammatical errors, including issues with subject-verb agreement ('the chickens farmhouse hasn't been changed'), run-on clauses linked improperly with commas instead of full stops or conjunctions, and awkward prepositional usage. Punctuation is virtually absent in terms of sentence boundaries. To progress, the writer needs to demonstrate control over basic sentence construction, using accurate punctuation, correct tense consistency, and a wider variety of grammatical structures.

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