Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-05

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.

The plans below show a college cafe before it was redesigned and how it looks now.

Student answer (Band 5.5)

The plans illustrate the layout a college cafe before and after it was redesigned.

Overall, the cafe became more modern and spacious after the renovation. The seating capacity was increased, the serving area was reorganized, and several new facilities were added to improve customer convenience.

Firstly, the seating area and internal layout of the cafe were significantly redesigned. The former staff dining rooms were removed to create a large area for tables and chairs, while the main seating space became more open. However, the entrance and the toilets remained in the same position.

Secondly, the food service area underwent significant changes. The original serving area, which offered all food and drinks was replaced by a separate kitchen, a hot meals section, a takeaway food counter, a coffee bar and a salad bar. In addition, an outdoor seating area was added at the front of the cafe. The bin was replaced with a recycling bin, while the toilets remained in the same location.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response5.5
Coherence and Cohesion6.0
Lexical Resource5.5
Grammatical Range and Accuracy5.5
Overall5.5

Task Achievement / Task Response — Band 5.5

The response effectively covers the requirements of the task by identifying the main features of the cafe before and after the redesign. You have successfully highlighted key changes such as the removal of staff dining rooms, the expansion of the seating area, and the diversification of the food service area. The inclusion of an overview paragraph provides a clear summary of the transformation. To reach a higher band, ensure that you explicitly mention all significant changes shown in the diagrams, such as the relocation of the entrance or specific changes to the kitchen layout, to ensure a fully comprehensive report.

Coherence and Cohesion — Band 6.0

The essay is logically organized with a clear introduction, an overview, and two body paragraphs focusing on different aspects of the redesign. The use of cohesive devices such as 'Firstly', 'Secondly', and 'In addition' helps guide the reader through the information. Paragraphing is used appropriately to separate the seating area changes from the food service area changes. The progression of ideas is clear throughout the text, and referencing is accurate, making the information easy to follow.

Lexical Resource — Band 5.5

You demonstrate a sufficient range of vocabulary to convey the changes clearly. Phrases like 'significantly redesigned', 'underwent significant changes', and 'customer convenience' are used effectively. While the vocabulary is accurate and appropriate for the task, it remains somewhat functional. To achieve a higher score, try to incorporate more precise, less common lexical items related to architectural or spatial changes, such as 'transformed', 'partitioned', or 'reconfigured', to show greater flexibility and precision in your descriptions.

Grammatical Range and Accuracy — Band 5.5

The writing displays a good control of grammatical structures. You use a mix of simple and complex sentences, such as 'The original serving area, which offered all food and drinks was replaced by...', which is handled well. There are very few grammatical errors, and punctuation is generally accurate. The sentences are clear and easy to read. To improve further, ensure you maintain consistent subject-verb agreement and consider using a wider variety of complex structures, such as passive voice constructions or participial phrases, to enhance the sophistication of your writing.

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