Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-08

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)

The plans illuarates the site farm in two different time frist is 1950 and second is today site farm .

overview the beechwood farm in 1950 and today the plans show what is different in these two farm.

In 1950 on the bank of the river fruit trees, soft fruits and some vegetables and few step ago chickens area and the upper side farmhouse and more uppar side barn area on the all think upper side is a track and the other side of the track is sheep . Fruit trees side went a main road.

Today on the bank river fruit trees and farm shop in next yard soft trees next vegetables next barn next to chickens and up to this is farm house , holiday cottages attach with local road and local road attach with main road and the other side of the local is parking attach with both roads next o parking is cam ping field nrxt to solar panels and in the corner of the road is one more parking

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two time periods and mention several relevant features, including the river, fruit trees, soft fruits, vegetables, farmhouse, barn, chickens, parking and camping. However, the comparison is only partial: the response does not clearly explain the main changes, such as the addition of a farm shop, solar panels, holiday cottages and a camping field, or the conversion of the track into roads. The overview is also unclear and largely repeats that the plans show differences. Some locations are difficult to interpret, and the statement that the barn is “next to chickens” does not match the plan. A clearer overview of the major changes, followed by accurate, organised comparisons, would make the report more complete.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response by time: one section begins “In 1950” and another “Today,” which helps the reader recognise the two plans. However, the opening and overview repeat the same general point, and most details are packed into long, loosely connected sentences. Phrases such as “next vegetables next barn next to chickens” make the sequence and relationships between features hard to follow. Linking expressions are limited, while repeated uses of “next” and “and” do not clearly show contrast or location. Use separate paragraphs for the overview and each period, and group features by area, using precise links such as “whereas,” “to the east,” and “in addition.”

Lexical Resource: Band 4.5

The response includes relevant map vocabulary, such as “river,” “fruit trees,” “farmhouse,” “parking” and “holiday cottages,” so the reader can identify several features. However, the range is limited and some word choices or spellings make the description difficult to understand: “site farm,” “few step ago,” “soft trees” and “cam ping field.” Repeated reliance on “next” also limits precision when describing locations. Aim to use accurate terms consistently, including “farm site,” “soft-fruit field” and “beside” or “to the north of” for spatial relationships. Check spelling and choose words that distinguish roads, tracks, fields and buildings; this will make the map description clearer and more appropriate to the task.

Grammatical Range and Accuracy: Band 4.0

The response attempts to describe locations and connect several details, but sentence structures are mostly basic and frequently incomplete or faulty. For example, “overview the beechwood farm in 1950 and today the plans show…” lacks a clear grammatical structure, while “Fruit trees side went a main road” does not express the intended relationship accurately. Articles and prepositions are often missing or misplaced, and the long sentence beginning “Today on the bank river…” contains several clauses without clear boundaries. These errors sometimes make relationships between features difficult to understand. Practise complete subject–verb sentences, accurate articles and prepositions, and punctuation that separates related details. A few controlled complex sentences using “while” or “whereas” would add range without sacrificing clarity.

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