Band 8.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 8.5 · Cambridge IELTS 21 · 2026-09-02

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 8.5)

The diagrams illustrate how a college cafe was modernised following a redesign.

Overall, the cafe has undergone a notable transformation, expanding its dining facilities and diversifying food services. While key elements such as the kitchen, main indoor seating, and toilets remained in their original locations, existing rooms were repurposed and new indoor and outdoor amenities were added.

Before the modifications, the northern wall housed two private staff dining rooms, while a single serving counter was situated next to the kitchen on the west side. Main indoor seating filled the central area, and a single waste bin was located near the entrance on the eastern wall, adjacent to the toilets.

Following the redesign, the two staff rooms were replaced by a coffee bar and a takeaway food counter. The original serving area was converted into a hot meals counter, complemented by a new salad bar along the western wall. Furthermore, the single bin was replaced with a recycling station, and customer capacity was extended to the south with a new outdoor seating area featuring a barbecue.

AI examiner evaluation

Task Achievement / Task Response — Band 8.5

The response is excellent. You have successfully identified all key features of the cafe redesign, including the repurposing of the northern rooms, the expansion of the serving counters, and the addition of the outdoor seating area. The overview is clear and effectively captures the essence of the transformation. You have made relevant comparisons between the 'before' and 'after' states, ensuring the reader understands the spatial changes. The information is well-selected, and the response is fully developed, meeting all requirements of the task. No significant information was omitted, and the focus remains strictly on the provided visual data throughout the report.

Coherence and Cohesion — Band 8.5

The response is logically organized and flows smoothly. You have used a clear structure: an introduction, an overview, and two body paragraphs that logically group the changes. Cohesive devices such as 'While,' 'Furthermore,' and 'Following the redesign' are used naturally and effectively to guide the reader through the comparison. Paragraphing is used appropriately to separate the initial state from the modifications. The progression of ideas is logical, moving from the general transformation to specific details, which makes the report very easy to follow. There is no evidence of mechanical or repetitive use of linking words.

Lexical Resource — Band 8.5

You have demonstrated a wide and sophisticated range of vocabulary. Phrases such as 'notable transformation,' 'diversifying food services,' 'repurposed,' and 'complemented by' show a high level of lexical control. The vocabulary is precise and perfectly suited to the context of describing architectural or layout changes. There are no errors in word choice or collocation, and the language used is natural and academic in tone. You have successfully avoided repetition by using varied synonyms for the changes made to the cafe's layout.

Grammatical Range and Accuracy — Band 8.5

The grammatical range is impressive, featuring a variety of complex sentence structures that are handled with full flexibility and accuracy. You have used passive voice appropriately ('was situated,' 'were replaced') to describe the changes, which is ideal for this type of task. Punctuation is accurate, and there are no grammatical slips. The majority of your sentences are error-free, and the control over tense and aspect is consistent throughout the report. The writing is highly professional and demonstrates a mastery of English grammar.

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