Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The graph represents beauty of modern design and imagination of designer for such a pure thinking to create a simple but uique strucure. The best part of the re-designing is to replace the staff dining rooms with take away food and coffee bar. This change has two benefits;

1. It will create a sense of familarity between students and staff they come to know about each other when they will have lunch ir snaks togather.

2. Food take away was provided for the students as well as coffee bar so that they can eat inside they cafe or can take food to their homes as well.

Moreover, The new design of cafe has various other benefits like outdoor seating so that if someone wants to feel the nature they can site outside and enjoy the weather and Barbecue from the new cafe. The new cafe has Salad Bar for the Diet concious people so that they can eat something valueable outside their homes as well.

The new cafe is more Environmental friendly as well due to the provision of Recycling bins which were not present in previous one.

So, the new cafe is equipped with multiple facilities like variety of food, peaceful environment and spacious sitting arrangements makinf students and staff more comfortable and relaxed during their free time.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, as it focuses heavily on personal opinions and speculative benefits rather than objective reporting of the visual data. While it mentions key features such as the staff dining rooms being replaced by a take-away food and coffee bar, outdoor seating, a salad bar, and recycling bins, the information is not systematically reported or compared. Instead of summarising the changes shown on the plans, the student goes off-topic into subjective commentary about beauty, design imagination, and social dynamics. To reach a higher level, the response needs to maintain an objective tone and provide a clear, well-supported overview and comparison of the physical changes shown in both diagrams.

Coherence and Cohesion: Band 5.0

There is some organisation evident through the use of paragraphs and bullet points, but the response lacks a clear overall progression. The use of numbered lists and informal conversational transitions like 'So, the new cafe is equipped...' disrupts the formal academic tone required for Task 1. Cohesive devices are sometimes mechanical or inaccurate, and referencing is occasionally unclear. To improve, the student should ensure logical sequencing of ideas without relying on bullet points, and use standard cohesive devices to connect sentences and paragraphs smoothly, establishing a clear progression from the old layout to the new one.

Lexical Resource: Band 5.0

The vocabulary range is limited and minimally adequate for the task. The student makes noticeable word-choice and spelling errors that occasionally cause difficulty for the reader, such as 'uique', 'strucure', 'familarity', 'togather', 'snaks', and 'concious'. While there are some attempts to use topic-specific vocabulary like 'environment friendly' and 're-designing', the overall lexical control is weak. To achieve a higher band, the student must expand their vocabulary range, use precise terms related to spatial changes and features, and ensure accurate spelling and word formation throughout the essay.

Grammatical Range and Accuracy: Band 5.0

The response displays a limited range of grammatical structures, and attempts at complex sentences are frequently faulty. There are numerous errors in grammar, punctuation, and article usage, such as 'Food take away was provided for the students as well as coffee bar so that they can eat inside they cafe', 'someone wants to feel the nature they can site outside', and 'makinf students and staff'. These frequent errors require the reader to decode the meaning and can cause strain. To progress, the writer needs to demonstrate better control over basic sentence construction, subject-verb agreement, verb tenses, and punctuation.

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