Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-02
IELTS Writing Task 1 question
The diagram below shows a town square and surrounding area in 2014 and the plans for development of the area to be completed by 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.0)
The diagram illustrates the vision of development in town square and its surrounding areas.It shows its 2014 architecture and the one being which is being visioned to be completed in 2020.
As it is shown in the 2014 the town square and its surroundings are very basic and has unattractive distribution of the buildings. There is nothing that catches the eye of the people. The library and history museum are the only buildings which might be in more use.The needs of the people change with relevance to the time that is the reason to make changes or developments in the 2020 in the town square to make it more reliable.
The 2020 architecture is more sophisticated and is made according to the needs of the people in that period of time.The shops are changed with the administrative office and for the comfort of the people seats are placed for them.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.0
The response only minimally addresses the task. While it attempts to summarise the diagram, the information presented is superficial and lacks specific details from the plans. Rather than reporting the main features such as the replacement of the fish market with a supermarket or the introduction of the children's playground and plant beds, the writer includes personal and subjective opinions, such as stating that the 2014 architecture had an 'unattractive distribution' and that there was 'nothing that catches the eye of the people.' An academic task requires an objective summary of the visual data rather than commentary. Furthermore, the overview is extremely vague and fails to capture the principal changes across the two time periods.
Coherence and Cohesion: Band 5.0
There is some organisation evident in the division into paragraphs, but the response lacks a clear overall progression. The movement of ideas between sentences and paragraphs feels disjointed, and the cohesive devices used are very basic or mechanical, such as 'As it is shown' and 'that is the reason to make changes'. Referencing is sometimes unclear, particularly in the opening paragraph where pronouns like 'its' and 'the one being' create ambiguity. Paragraphing is attempted, but the internal flow within paragraphs requires significant improvement to guide the reader logically through the comparisons between 2014 and 2020.
Lexical Resource: Band 5.0
The vocabulary used is limited and repetitive, with frequent reliance on basic terms such as 'buildings', 'people', and 'changes'. There are noticeable lexical errors and awkward word choices that cause some difficulty for the reader, such as writing 'vision of development' instead of 'planned development', and 'unattractive distribution of the buildings' rather than a standard description of layout. The writer attempts some less common vocabulary items like 'sophisticated', but they are not always used with accurate collocation or appropriate context for describing maps and diagrams.
Grammatical Range and Accuracy: Band 5.0
The response demonstrates a very limited range of sentence structures, relying mostly on simple sentences and faulty attempts at complex forms. There are frequent grammatical errors throughout the text, including tense inaccuracies such as 'the one being which is being visioned', problems with articles ('in town square' instead of 'in the town square'), and awkward prepositional usage like 'with relevance to the time'. These frequent errors require the reader to slow down and can cause occasional difficulty in fully grasping the intended meaning.
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