Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-04
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 map below demonstrates the college cafe before it was refurbished and how it seems today.
Two different diagrams describe two faces of a same college cafe before and after redesigning.
The college cafe before the reshaping had a wide kitchen and a serving within it including all food and drink. While, it had two connected dining rooms for staff and a single bin away from the kitchen. However, toilets were placed at little far from the bin at the other side of cafe from kitchen. Whereas a well-spaced place area within the boundary wall of a cafe between kitchen and restrooms were fixed for tables and chairs.
On the other hand, newly redesigned cafe hits different than the older one, it has a kitchen with only place for hot meal service within it. Additionally, dining rooms are converted into separate bars for take away food and coffee connectedly. Now, a there is an addition of various new items and placements which include salad bar, barbecue, and seating arrangements outside the cafe while internal tables and chairs are at same area. Moreover, it has the same place for bins and toilets.
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 the main features of the cafe plans, identifying key changes such as the kitchen layout, the conversion of dining rooms, and the addition of new service areas. However, the description is somewhat imprecise; for example, referring to the dining rooms as 'separate bars' is not entirely accurate based on the visual evidence. While the main features are highlighted, the comparison between the two plans lacks a clear overview or summary of the most significant changes. The response would benefit from a more structured approach that clearly contrasts the 'before' and 'after' states to provide a more comprehensive summary of the transformation.
Coherence and Cohesion — Band 6.0
The essay is organised into paragraphs, which helps the reader follow the progression from the original layout to the redesigned one. However, the use of cohesive devices is sometimes mechanical or slightly awkward, such as the use of 'While,' at the start of a sentence or 'connectedly.' The referencing is occasionally unclear, making it difficult to follow the spatial relationships described. While the overall arrangement is coherent, the flow between sentences could be improved by using a wider variety of linking words and ensuring that transitions between ideas are smoother and more natural.
Lexical Resource — Band 5.5
The vocabulary used is generally adequate for the task, but it lacks the precision required for a higher band. Phrases like 'hits different than the older one' are too informal and inappropriate for an Academic Task 1 report. There are also some awkward collocations, such as 'well-spaced place area' and 'reshaping.' While the student successfully uses some topic-specific vocabulary like 'seating arrangements' and 'refurbished,' the range is somewhat limited, and the choice of words often feels repetitive or slightly unnatural in an academic context.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'two faces of a same college cafe,' 'toilets were placed at little far,' and 'a there is an addition.' Punctuation is also inconsistent, particularly with the use of commas. While the meaning is generally understandable, the frequency of these errors—particularly with articles, prepositions, and sentence construction—prevents the writing from reaching a higher band. More attention to basic grammatical accuracy and sentence structure is needed.
See this exact question answered at other band scores — the same prompt compared across bands.
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