Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The diagram given demonestrate a small restaurant before it's renovation and how it looks now there are several changes happen in the renovation of the coffee shop.
In the past we have kitchen at the northwest side of the cafe and we have
serving area for all the food and drinks. Moving forward we have a dining rooms for the staff at the center.Below or we can say around the dining rooms we have tables and chairs. At the east of the coffee shop we have bin for the trash. In the south of bin we have our toilets there.
In present we have kitchen at the northwest side of the restaurant coming from kitchen area towards south we have a hot meals section. Further more on the dining area there was a take away food service and a coffee bar the tables and chairs are at the same place. However on the west side we have a salad bar now the trash bins and toilets are at the same place. However we have some addation in the south of the cafe there are outdoor seating now and a barbecue at the southwest side of the cafe.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response attempts to address the prompt by describing the changes shown in the college cafe plans, but it only partially covers the information. While the writer identifies several key features such as the kitchen position, the new salad bar, and the outdoor seating, some details are slightly inaccurate or confusingly described, such as placing staff dining rooms 'at the center' when they were located along the north wall. Furthermore, the report lacks a clear, cohesive overall summary or overview of the main trends. The development of ideas is limited, leading to an under-developed comparison between the past and present layouts.
Coherence and Cohesion: Band 5.0
There is some basic organisation in the response, dividing the content into an introduction and two body paragraphs covering the past and present layouts. However, there is no clear overall progression or sophisticated structuring. Cohesive devices are minimal, mechanical, or somewhat repetitive, relying heavily on transitional phrases like 'Moving forward' and 'In present'. Paragraphing is attempted, but internal cohesion within paragraphs lacks smooth logical links, occasionally making it difficult for the reader to follow the spatial arrangement of the cafe features.
Lexical Resource: Band 5.0
The vocabulary range is limited and minimally adequate for the task. The writer relies on basic, repetitive terms and makes noticeable errors in word choice and spelling, such as 'demonestrate' instead of 'demonstrate', 'renovation' misspelled as 'renovation' (with awkward phrasing like 'it's renovation'), and 'addation' instead of 'addition'. While the meaning is generally communicated despite these flaws, the lack of precise lexical control and appropriate academic vocabulary prevents the response from achieving a higher level.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of sentence structures, relying mostly on simple sentences with frequent attempts at complex or compound structures that are faulty. There are frequent errors in grammar, punctuation, and articles, such as 'In present we have kitchen', 'there was a take away food service', and run-on sentences like 'The diagram given demonestrate a small restaurant before it's renovation and how it looks now there are several changes happen'. These frequent errors require the reader to occasionally decipher the intended meaning.
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