Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-05
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 given two plans below illustrates the present and future reworked cafe of the college that how it stands now.
Overall, there was not few place to sit down in group but today cafe has the outdoor stools.Also only bin was putted inside the cafe and now recycling bin is here for students.
As it can be seen that, tables and chairs were placed middle of the cafe. Both of Kitchen and Serviing area (all foods and drink were laid down to the seperate room. Moreover, management made staff dining rooms to the north-east of the cafe. Toilets situated at the corner of the cafe.
Secondly, after sometimes cafe gets totally different. Hot meals are set down in repalced of serviing area. Similarly, a salad bar and Coffee bar constructed opposite of each other. Also take away food builted exactly beside the coffee bar. There is Barbecue located outside the cafe. Significantly, outdoor seating are here for scholars to make their free time more happy and delighful. Almost at a time 25-30 students can sit respetively.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by reporting the main features of the college cafe before and after its redesign, such as the addition of the outdoor seating, salad bar, and the replacement of the staff dining rooms. However, some ideas are under-developed or inadequately supported, and certain details lack clarity or precision. For instance, the mention that 'management made staff dining rooms to the north-east' is inaccurate based on the provided plans, and the claim that 'almost at a time 25-30 students can sit' is an unsupported estimation not present in the source data. While an overview is attempted, it lacks sufficient clarity regarding the broader spatial transformations. To reach a higher level, the writer should provide a more fully developed selection of key features without introducing unsupported specifics, ensuring every reported comparison is strictly grounded in the visual data.
Coherence and Cohesion: Band 5.0
The text demonstrates a coherent overall arrangement and attempts to organise information chronologically, starting with the original layout and progressing to the present day. However, cohesion is frequently faulty and mechanical. Linking devices such as 'Secondly' and 'Also' are used rather awkwardly, and referencing is sometimes unclear, making the progression between sentences feel disjointed. Paragraphing is used to separate the before and after states, but the internal structure of the paragraphs lacks logical flow. Pronoun referencing and substitution are weak, which occasionally hinders the reader's ability to follow the comparisons smoothly. To improve coherence, the writer needs to use a wider and more accurate range of cohesive devices naturally, and ensure that sentences within paragraphs are connected by clear logical relationships rather than simple additive links.
Lexical Resource: Band 5.0
The student uses an adequate range of vocabulary for the task, successfully incorporating basic terms related to a floor plan like 'kitchen', 'toilets', and 'tables and chairs'. There are, however, noticeable lexical shortcomings and word choice errors, such as 'repalced' instead of 'replaced', 'serviing area', and 'builted' (which is a word-formation error). Less common vocabulary is attempted with limited success, resulting in unnatural collocations like 'make their free time more happy and delighful'. Spelling errors ('respetively') also occur, though they do not completely impede communication. To move beyond this level, the writer must expand their range of functional vocabulary and improve control over word formation, collocation, and precise spelling to express ideas more naturally and accurately.
Grammatical Range and Accuracy: Band 5.0
The response shows a limited range of sentence structures, relying primarily on simple sentences alongside some attempts at complex forms that are frequently faulty. There are recurrent grammatical errors throughout the text, including tense inconsistencies, missing or incorrect articles, and preposition errors, such as 'in repalced of' and 'are here for scholars'. Subject-verb agreement and word order issues also appear, as seen in 'there was not few place' and 'Toilets situated at the corner'. Although these errors rarely impede overall communication entirely, they are persistent enough to draw attention. To achieve a higher score, the writer needs to demonstrate better control over a wider variety of complex grammatical structures, ensuring greater accuracy in verb forms, article usage, and sentence architecture.
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