Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-04

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 5.5)

Two different maps shown in images present the redesigning of the college cafeteria. Many significant changes have been made in the redesigning of cafe.

Previously, the cafe had a very little amenities whereas the new design of the cafe showcase multiple amenities been added and modified. In the older design of the college cafe, the main entrance had a bin and the lavatories at left side. The seating was arranged in the center of hall for students to dine-in. On the right side, a space was allocated for the staff dining and dedicated kitchen and serving area entrance in the right corner.

Whereas the new design have alot of changes. Upon the entrance, recycling bins have been placed on the left. Along with recycling bins, lavatories are there as before. The staff dining rooms on the right side of the entrance have been modified to special take away food corner accompanied by the coffee bar. The dine-in stays the same in the center of hall. Entry to kitchen and hot meal serving are is around the right corner whereas a salad bar have been placed in the center. Along with the salad bar, there is exit from hall at left side to a specific Barbecue area along with outdoor seating. There is also an entrance kept with the lavatories from outdoor seating to main cafe dine-in hall. Overall, the present cafe has introduced alot of major changes than in the previous design.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially by attempting to describe the main features and changes of the two maps. However, there are notable inaccuracies in spatial referencing and descriptions of layout. For instance, the student misplaces several elements, stating that the lavatories were on the left side and that staff dining was on the right with the kitchen entrance in the right corner, whereas the visual data shows the kitchen and its serving area on the left and toilets on the bottom right. Furthermore, details regarding the new additions, such as the salad bar and barbecue area, are slightly confused in their positioning. The overview provided at the beginning is somewhat general ('Many significant changes have been made') and lacks a sharp synthesis of the key transformations. To reach a higher level, the student must provide a more accurate and comprehensive reporting of the spatial relationships and ensure all major changes are clearly and correctly mapped without factual contradictions against the prompt.

Coherence and Cohesion: Band 5.5

The response demonstrates some organisation and attempts to structure the comparison using basic transitional phrases like 'Previously' and 'Whereas the new design'. However, there is no clear overall progression, and the sequencing of features feels somewhat disjointed rather than logically guided from one area of the plan to another. Paragraphing is attempted, but the grouping of ideas within the body of the text is messy, jumping erratically between different sections of the cafe. Cohesive devices are occasionally mechanical or repetitive, and referencing is sometimes unclear, making it hard for the reader to follow the exact spatial transformation. To improve, the student should structure the response with a clear introduction, an overview paragraph, and well-organised body paragraphs that compare specific zones (such as the north wall or kitchen area) systematically, employing a wider and more accurate range of cohesive ties.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to convey basic descriptions of the changes, employing words like 'redesigning', 'cafeteria', 'amenities', 'modified', and 'recycling bins'. However, there are noticeable lexical and collocational errors that restrict precision, such as 'had a very little amenities' (uncountable/countable mismatch), 'have alot of changes' (informal and incorrect spelling), and 'dine-in stays the same'. The student also struggles with word formation and precise descriptors for map features. To achieve a higher band, the student needs to incorporate a wider range of less common vocabulary suited to diagram descriptions (e.g., 'converted', 'relocated', 'replaced by', 'expansion') and ensure greater accuracy in word choice and spelling to prevent communication from being strained.

Grammatical Range and Accuracy: Band 5.0

The student uses a limited range of sentence structures, relying mostly on simple sentences alongside a few attempts at complex forms that are frequently faulty. There are persistent grammatical errors throughout the text, including subject-verb agreement issues ('the new design have alot of changes', 'a salad bar have been placed'), missing or incorrect articles ('in center of hall', 'at left side'), and awkward prepositions. Punctuation is also basic and occasionally problematic. These frequent errors cause some difficulty for the reader and reflect a weak control over complex grammatical patterns. To progress, the student must work on foundational grammar rules such as subject-verb agreement, proper article usage, and accurate prepositional phrases while striving to build complex sentences with greater precision.

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

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