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)

The map represent the college cafe sutructure in past and after development .

overall, In the past college do not provide more facilities in cafe but now they are offering more fasilities even more space to the cafe .

in addition , it is clear see that in previous time no outdoor seating facilty was available but after development its would v provide. moreover, barbecue and salad bar is also provide in modern time but kitchen area aew same as previous also on the servise area their are hot meals area are redesigned .

ti

To contain this,before develop staff dining room was provide in the middle but nor its converted into take away food and cafe bar . furthermore, tables and chairs are are same as older one as well as the toilets area is also not change in both . but the bin area are re construct and also increas and converted inti recycling bins.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses all parts of the task by reporting the main features of the college cafe before and after its redesign, successfully meeting the criteria for a solid pass while displaying aspects of higher-level achievement. The overview provides a general summary of the changes, noting the expansion of facilities and space. Key spatial shifts are identified, such as the conversion of staff dining rooms into a takeaway food area and coffee bar, alongside the addition of a salad bar, outdoor seating, and a barbecue area. However, some ideas remain slightly under-developed or imprecise, such as the loose description of the layout changes. To reach the next level, the overview could be sharper and more integrated, ensuring all major transformations are reported with greater analytical clarity and precision.

Coherence and Cohesion: Band 5.0

The essay demonstrates some organisation, but it lacks a clear overall progression throughout the text. While transitional phrases are attempted, such as "in addition", "moreover", and "furthermore", cohesive devices are sometimes mechanical, inaccurate, or overused, leading to a choppy reading experience. Paragraphing is present, but the structural flow between sentences and paragraphs can be disjointed. For instance, the abrupt ending with typographical errors like "ti" and the awkward phrasing in "To contain this" disrupt the logical sequencing. To achieve a higher band, the writer needs to ensure smoother transitions between ideas, better logical referencing, and more natural paragraph divisions that guide the reader seamlessly through the comparison.

Lexical Resource: Band 5.0

The vocabulary used is limited but minimally adequate for the task, providing enough terms to describe the map changes such as "kitchen", "serving area", and "outdoor seating". However, there is a noticeable presence of spelling and word-choice errors that occasionally cause difficulty for the reader, such as "sutructure", "fasilities", "facilty", and "recon-struct". The student attempts some less common vocabulary like "redesigned", but inaccuracies in word form and collocation persist. To improve this criterion, the writer must focus on accurate spelling, appropriate word formation, and expanding their range of functional synonyms to describe spatial alterations more precisely without relying on repetitive phrasing.

Grammatical Range and Accuracy: Band 5.0

The writing exhibits a limited range of grammatical structures, relying primarily on simple sentences alongside a few attempts at complex forms that are often faulty. There are frequent errors in verb tense consistency, subject-verb agreement, and articles, such as "The map represent", "college do not provide", "its would v provide", and "staff dining room was provide". Punctuation and sentence boundaries also show recurring weaknesses, notably with capitalization and stray fragments like "ti". These errors require some effort from the reader to decode the intended meaning. To progress further, the student must demonstrate better control over basic sentence construction, verb tenses for describing visual data, and ensure that complex grammatical patterns are formed accurately.

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