Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-02

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 given pictorial representation of todays' University cafeteria reconstruction after a plethora of amenities introduce for college students.

Overall, it can be derived that the seperate part for different meals and the biggest change is open yard sitting area developed.

Initially, in previous years there was only trash bin availabel but now it converted into recycling dustbins. Moreover, the toilets, kitchen and bins area location similar to before. In former years there was only one counter were all things served such as all foods and soft drink however, recently only hot meals serve there. Apart from this, the two staff dining rooms has been replaced by take away food and coffee bar, in the center of cafeteria the tables and chairs remiain same for public facility.

Furthermore, in south-west side new salad bar implemented. There are two outdoors available, one is beside rest rooms and another is below salad bar. The all students eye-catching atteraction place is barbecue where installed seats and dinning tables.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response provides a basic overview of the changes, but it lacks the precision required for a higher band. While you identify key features like the salad bar and the outdoor seating, the description of the layout changes is somewhat confusing. For instance, stating that the toilets and kitchen location are 'similar to before' is vague, and the summary of the central area is unclear. To improve, ensure you clearly contrast the 'before' and 'after' states using specific spatial references (e.g., 'the north-east corner') to help the reader visualize the transformation. You have covered the main features, but the development of these points is inconsistent.

Coherence and Cohesion — Band 6.5

The essay is organized into paragraphs, which helps the reader follow the structure. However, the flow between sentences is often mechanical or disjointed. Phrases like 'Apart from this' and 'Furthermore' are used, but the internal logic within paragraphs is sometimes weak. For example, the transition between the description of the bins and the staff dining rooms feels abrupt. Additionally, some referencing is unclear, such as 'the two staff dining rooms has been replaced by take away food', which lacks a clear subject-verb agreement and logical connection to the previous sentence. Improving the use of cohesive devices to link ideas more smoothly would enhance the overall coherence.

Lexical Resource — Band 6.0

The vocabulary is generally adequate for the task but lacks the precision and variety expected at higher levels. There are several spelling errors ('seperate', 'availabel', 'remiain', 'dinning') and awkward collocations ('pictorial representation of todays' University cafeteria reconstruction'). While you attempt to use topic-specific vocabulary like 'amenities', 'recycling', and 'barbecue', the overall range is limited. To reach a higher band, focus on using more sophisticated descriptive language to report trends and spatial changes, and ensure that your spelling and word choice are accurate to avoid distracting the reader.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include subject-verb agreement ('the two staff dining rooms has been replaced', 'only hot meals serve there'), missing articles ('in south-west side'), and awkward phrasing ('The all students eye-catching atteraction place is barbecue'). These errors are frequent enough to affect the flow of the text. To improve, focus on mastering basic sentence construction, particularly subject-verb agreement and the correct use of articles, before attempting more complex grammatical structures.

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