Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-18
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 5.5)
The given diagram displays the cafe about how it looked in the past and how it looks now, let's discuss the remodelling of it.
By looking at the given map we can clearly say that outside the cafe there was no sign of any thing to sit or any place to eat, but now there is proper seating area in South side of cafe along with Barbecue shop in South East. From there if we move to North directly above it there is new Salad bar open going further and by turning right on West there is Hot meals point where as in the past this was the only place known as Serving area where all the food and drink were available and going straight from there were Staff dining rooms which are now turned into Take away food and Coffee bar, Where as the Kitchen located on North East end with Tables and chairs placed in center and Toilets in South West corner are still at the exact same position, At last Bin which were directly above the Toilets are just turned into Recycling bins.
In conclusion the plans shows there are few things which are completely new, some are still as they were and some are partially changed.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the cafe redesign, identifying both the additions and the areas that remained unchanged. However, the overview is weak; it is placed at the end rather than the beginning and lacks a clear summary of the most significant changes. The description of locations is sometimes confusing, such as the instruction to 'move to North directly above it', which is not standard for describing map data. To reach a higher band, ensure the overview highlights the most striking transformations—such as the expansion of dining options and the introduction of outdoor seating—immediately after the introduction.
Coherence and Cohesion — Band 5.5
The essay is organised into three paragraphs, but the flow within the second paragraph is problematic. It relies heavily on a 'running commentary' style, using directional language that is difficult to follow. Cohesive devices are used, but they are often mechanical or repetitive (e.g., 'from there', 'going further', 'at last'). The lack of clear paragraphing for different zones makes the information feel cluttered. Improving the logical progression by grouping features by category (e.g., new additions vs. existing structures) would significantly enhance the coherence of the report.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task but lacks precision and variety. Phrases like 'no sign of any thing to sit' and 'proper seating area' are informal and imprecise. There is a reliance on basic verbs such as 'turned into' and 'placed'. While the student manages to convey the necessary information, the range is limited, and there is a lack of sophisticated collocations related to describing maps or architectural changes. Using more academic terminology, such as 'transformed', 'relocated', or 'designated area', would improve the lexical profile.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent errors in grammar and punctuation that occasionally impede readability. For example, 'the plans shows' (subject-verb agreement error), 'Bin which were' (plurality error), and the run-on sentence structure in the second paragraph. Punctuation is inconsistent, with commas used incorrectly to join independent clauses. While the meaning is generally clear, the frequency of these errors prevents the writing from reaching a higher band. Focusing on subject-verb agreement and avoiding comma splices would be beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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