Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 18 · 2026-08-02
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 6.0)
In 20 years ago, when we entered the entrance of central library in right side of the entrance there was an inquiry desk available where we can get tickets and also return the books etc. In the middle of the central library there were a two rounded tables with chairs and the left side of the entrance there was a reading room where we can read newspapers and magazines as well. After this there were a adult fiction books lied left side of the rounded tables and next to the reading room and its opposite side there were also a adult non-fiction books. And in the end of the central library there were children book in the right side and the CDs, videos, and computer games also available in left corner.
After 20 years central library today, when we entered the entrance there are two rooms at starting where is computer room on left side and on the right side there is a cafe available. And next to the central library, there are all reference books on left side and its opposite side there are all adult fiction books, information desk and self services machines. In the last right corner there are a lecturer room on the right side and infront of that room there are a room where are only two sofas available and also storytelling events happen there and also childrens fiction books available.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the library floor plan, comparing the past and present layouts. However, the description is somewhat repetitive and lacks a clear overview or summary of the most significant changes, such as the shift from a quiet reading space to a more service-oriented facility. While the key areas are identified, the lack of an introductory overview and a concluding summary prevents the response from reaching a higher band. The information is presented in a list-like fashion rather than a cohesive analytical report.
Coherence and Cohesion — Band 6.0
The response is divided into two paragraphs, which is appropriate for the task. However, the internal cohesion is weak. The use of cohesive devices is limited and often repetitive, relying heavily on 'and' and 'there are/there were'. The progression of ideas is somewhat mechanical, as the writer simply lists the location of items without effectively linking them to show the spatial relationship or the overall transformation of the library. Referencing is sometimes unclear, making it difficult for the reader to follow the layout.
Lexical Resource — Band 6.0
The vocabulary is adequate for the task but remains quite basic. The writer uses simple terms like 'in the middle', 'left side', and 'right corner' repeatedly. There is little attempt to use more precise vocabulary related to floor plans or architectural features (e.g., 'adjacent to', 'situated in the periphery', 'reconfigured'). Some word choices are slightly unnatural, such as 'in 20 years ago' or 'at starting'. To improve, the student should incorporate more varied descriptive language to describe spatial arrangements.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors, particularly with prepositions, articles, and verb tense consistency. For example, 'In 20 years ago' is incorrect, as is 'there were a two rounded tables'. Subject-verb agreement is often problematic, such as 'there were children book'. While the meaning is generally clear, the high frequency of these errors limits the score. The sentence structures are mostly simple or compound; there is a lack of complex sentence structures that would demonstrate a higher level of grammatical control.
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