Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-07-31
IELTS Writing Task 1 question
The plans below show a college cafe before it was redesigned and how it looks now.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The plans below show a college cafe before it was redesigned and how it looks now.
Student answer (Band 6.0)
The cafe before redesign we used to have kitchen left in side with two staff dining rooms one bin and one toilets but after the redesign the kitchen is at same place but serving area is removed we have add separate take alway food and a separate coffee bar in the centre we have table and chairs and we also have salad bar left in side . We have also increase the size of toilets and we have replace the bin with recycling bin and the important update or change has been done in the cafe is barbecue area has been add out side with five outdoor seating two for four people and two for six people it is a major change in the redesign of new cafe in the old design, we were not having too much separate availability of things with the new design, we have added these things. The people who want to enjoy outdoor seating they can and enjoy that they people who love indoor we have that facilities also.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response addresses the task by identifying the main changes between the two cafe layouts. However, the description is somewhat informal and lacks a clear overview or summary of the most significant changes. While you mention the kitchen, seating, and the new barbecue area, the report lacks a professional tone suitable for an Academic Task 1. The information is presented in a somewhat cluttered manner, and the lack of clear paragraphing makes it difficult to distinguish between the 'before' and 'after' states effectively. To improve, ensure you provide a clear introductory summary and group related features (e.g., structural changes vs. furniture/amenities) into distinct paragraphs.
Coherence and Cohesion — Band 5.5
The response lacks paragraphing, which is essential for a clear, logical progression of ideas in an IELTS report. The text is written as a single block, making it difficult for the reader to follow the comparison between the two plans. Cohesive devices are limited and often repetitive, such as the frequent use of 'and' to connect clauses. To reach a higher band, you should use clear paragraph breaks to separate the introduction, the overview, and the detailed body paragraphs. Additionally, try to use a wider variety of linking words like 'whereas', 'in contrast', or 'subsequently' to improve the flow of your writing.
Lexical Resource — Band 6.0
The vocabulary is generally adequate for the task but remains quite basic and repetitive. Phrases like 'we used to have' and 'we have add' are informal and lack the precision required for a formal report. There are also some errors in word choice, such as 'take alway' (takeaway) and 'left in side' (located on the left). To improve, focus on using more precise terminology related to floor plans, such as 'relocated', 'expanded', 'installed', or 'converted'. Expanding your range of descriptive adjectives and nouns will help you convey the changes more effectively.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede the flow of reading. There are issues with subject-verb agreement (e.g., 'we have increase'), tense consistency (e.g., 'we were not having'), and sentence structure. Many sentences are run-on or lack proper punctuation, making the text feel disjointed. To improve, focus on mastering basic sentence structures and ensuring consistent verb tenses when describing past and present states. Practice using complex sentences with relative clauses or subordinating conjunctions to demonstrate a wider grammatical range while ensuring accuracy.
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