Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-11-13

IELTS Writing Task 1 question

The diagram below shows the floor plan of a public library 20 years ago and how it looks now.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Central Library 20 years ago

Student answer (Band 4.0)

The picture show that first enter the library and in front of the tables chair where people can sit and take some rest. After that we can go right corner where are enquriy desk, tickets, books returns, etc. Scond we can go in left room where people can reading newspaper, and managines. Addionally, library have two any other room one room children books where children can read books scond room CDS, videos, computer games, scond room cildren can play game and see video for their benefits. After that, young people can children can learn adult non- fiction books. In my opinion every person wants learn adult fiction books because we can get knowledge. After that Adult fiction books near some tables where people can sit and learn books easily. In the end Library is very important for study.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You identify several features of the earlier plan, including the entrance, tables and chairs, enquiry desk, reading room, children’s books, and adult non-fiction. However, the task asks for a comparison of the library 20 years ago and today, and your response describes almost only the earlier layout. It does not report the major changes shown, such as the new café, computer room, lecture room, information desk and self-service machines, or the removal of the central tables. Some details are also unclear or inaccurate, including the claim that children can play games in the children’s-books room. The response is 12 words below the required minimum. To improve, give a clear overview of the main changes and accurately compare both plans.

Coherence and Cohesion: Band 3.5

There is a basic attempt to guide the reader through the plan using sequence markers such as “After that,” “Additionally,” and “In the end.” This gives the response some sense of movement around the library. However, the sequence is difficult to follow because the description shifts between locations and personal comments without a clear structure, and “Scond” is repeated in ways that do not clarify the relationships between rooms. The response is also presented as one continuous paragraph, with no distinct overview or organised comparison of the two plans. Grouping information by area or by what changed, and using clear paragraphing and references such as “In the current plan,” would make the progression easier to follow.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “entrance,” “tables,” “enquiry desk,” “newspaper,” and “adult non-fiction books,” so the reader can recognise several library features. However, the range is limited and some wording is repetitive or imprecise, particularly repeated uses of “room,” “books,” and “After that.” Spelling errors such as “enquriy,” “managines,” and “Addionally” make parts of the description harder to understand. Some phrases are also not natural for describing a floor plan, such as “take some rest” and “learn books.” Build a more accurate set of location and change vocabulary, for example “located,” “replaced by,” and “converted into,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example, “Additionally, library have two any other room,” and use simple clauses to describe locations. However, sentence structures are often incomplete or inaccurately formed, which makes relationships between ideas unclear. Examples include “The picture show,” “where people can reading,” and “After that, young people can children can learn adult non-fiction books.” There are recurring problems with subject–verb agreement, articles, plurals, and verb forms. Most sentences follow a similar simple pattern, and the longer attempts are not yet controlled. Practise writing clear location sentences with a subject and verb, such as “The reading room was on the left,” and use consistent past and present forms when comparing the plans.

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