Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-09

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 plans show the changes that have been made to a college cafe , its previous layout and how it has been redesigned.

Overall, the cafe has been significantly redesigned , with several new facilities being introduced. The most noticable changes are the new arrangement for outdoor sitting, a salad bar, food takeaway area and a coffee bar both side by side instead of staff dining room.

In the previous plan the kitchen occupied top left corner with a serving area for all foods and drinks. Two staff dining room and the other space was occupied by tables and chairs for students. Theres also bin in right hand side and a toilet on the bottom right side. In the new plan kitchen remains the same but serving area now only serves hot meals. Two new areas for takeaway and coffee have been set up. On the left hand side a salad bar is introduced. Toilet and bin area remains the same. Outdoor sitting has also been set up with a barbecue counter on the bottom left corner.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all key features of the plans, including the new facilities like the salad bar, coffee bar, and outdoor seating. You successfully identified the main changes and made relevant comparisons between the 'before' and 'after' states. However, the description of the previous layout is slightly confusing; for instance, mentioning 'Two staff dining room' is grammatically unclear and lacks precision regarding the spatial arrangement. To reach a higher band, ensure that the overview clearly highlights the most significant transformation—the shift from a staff-focused area to a more diverse, customer-oriented cafe layout—rather than just listing features.

Coherence and Cohesion — Band 6.0

The essay is logically organized into an introduction, an overview, and two body paragraphs. The progression of information is generally clear, moving from the general changes to specific details. However, the use of cohesive devices is somewhat mechanical. Phrases like 'In the previous plan' and 'In the new plan' are used repeatedly, which makes the flow feel a bit repetitive. To improve, try using a wider variety of linking words and referencing techniques to connect your sentences more fluidly, such as 'Conversely,' 'Following the renovation,' or 'This area was replaced by...'

Lexical Resource — Band 5.5

You have an adequate range of vocabulary to describe the changes, such as 'redesigned,' 'introduced,' and 'occupied.' However, there are some spelling errors ('noticable' instead of 'noticeable') and minor collocation issues, such as 'outdoor sitting' (should be 'outdoor seating'). The vocabulary is generally functional but lacks the sophistication required for higher bands. To improve, incorporate more precise descriptive language related to spatial changes, such as 'converted into,' 'relocated,' 'expanded,' or 'partitioned,' to demonstrate a more flexible command of the language.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors that occur throughout the text. For example, 'Theres also bin' is missing an article, and 'Two staff dining room' should be pluralized as 'Two staff dining rooms.' Additionally, there are some punctuation issues, such as unnecessary spaces before commas. To achieve a higher score, focus on subject-verb agreement, consistent use of articles, and ensuring that complex sentences are constructed with fewer errors.

See this exact question answered at other band scores — the same prompt compared across bands.

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