Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-14
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 two diagram illustrates the layout of a college cafe before and after its redesign.
Overall, it is clear that, the cafe has made a lot of new modifications such as added a salad bar, barbecue corner, outside sitting arrangements, take away food service, coffee bar and so on.
The original layout shows that it is a small L shape cafe, a kitchen was at the top left corner and serving area (all food & drink) corner was just in front of kitchen. Besides it there were two staff dinning rooms. Table and chairs organised at the middle of the cafe along with there is a bin corner and a toilet at the bottom right corner of the cafe.
After completing its redesignation, a lot of new features are added, firstly food service is replaced with hot meals section. staff dinning rooms also removed and make 2 new stations one of is take away food another is coffee bar. Moreover, also added new salad bar and barbecue section at the left side of the cafe, Also added a new seating arrangements for customer outside the cafe. Bin section also modified and turned it into recycling bins. Toilet section remained same during the time.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers all the main features of the cafe redesign, including the new stations and the removal of the staff dining rooms. You have successfully identified the key changes, such as the addition of the salad bar, barbecue corner, and outdoor seating. However, the description of the layout is slightly repetitive and could be more concise. To reach a higher band, ensure you group information more logically—for instance, by contrasting the 'before' and 'after' states more clearly in each paragraph rather than listing features in a way that feels like a simple inventory. The overview is clear, but could be more analytical by highlighting the shift from a purely internal space to one with expanded service options.
Coherence and Cohesion — Band 6.0
The response is logically organized into paragraphs, with an introduction, an overview, and two body paragraphs detailing the changes. You use some cohesive devices like 'Moreover', 'firstly', and 'After completing its redesignation', which helps the flow. However, some transitions are a bit mechanical, and the referencing is occasionally unclear (e.g., 'one of is take away food'). The progression of ideas is generally easy to follow, but the internal structure of the paragraphs could be improved by using more varied linking phrases to connect the spatial changes more fluidly.
Lexical Resource — Band 5.5
You have an adequate range of vocabulary to describe the changes, such as 'modifications', 'redesignation', and 'recycling bins'. However, there are some inaccuracies in word choice and collocation, such as 'redesignation' (which is not the correct term for a building renovation) and 'staff dinning rooms' (spelling error: 'dining'). The phrase 'all food & drink' is a bit informal for an Academic Task 1 report. To improve, focus on using more precise terminology for architectural or layout changes, such as 'transformed', 'converted', or 'relocated'.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and complex sentence structures. There are several grammatical errors that occur throughout the text, such as subject-verb agreement issues ('The two diagram illustrates') and missing articles ('Table and chairs organised at the middle'). Additionally, there are punctuation errors, such as the unnecessary comma after 'clear that'. While these errors do not prevent the reader from understanding the information, they are frequent enough to limit the score. Focusing on proofreading for basic subject-verb agreement and article usage will significantly improve your accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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