Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 18 · 2026-08-19
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)
The diagram illustrates the floor plan of a public library two decades ago and it's current plan. It is noticeable that the library plan has undergone significant changes over that period of time.
First of all, 20 years ago, there was a reading room to the left of the entrance. The reading room has now being replaced by a computer room.The current library plan contains a cafe, an instrumental room that was surprisingly missing 20 years ago.Moreover, two decades ago, in the corridor of the library were tables and chairs. They are missing in the library plan today.
Furthermore, the modern library has a lecture room which was conspicuosly missing two decades ago. The current library also contains a room where all reference books are stored. It is an important aspect of the library that was missing 20 years ago.In addition, an adult non-fiction books room was present 20 years ago. It has no space in the current plan. However, an adult fiction books room is present in both plans.Childrens books are also found in the two plans.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the library floor plans, identifying key changes such as the addition of the cafe, lecture room, and computer room. However, the report lacks a clear overview or summary of the most significant trends, which is a requirement for Band 7. The description is somewhat list-like, focusing on individual changes rather than synthesizing the information into a cohesive comparison. While all parts of the task are addressed, the lack of a clear summary paragraph and the somewhat disjointed presentation of features prevent it from reaching a higher band.
Coherence and Cohesion — Band 6.0
The response is organized into paragraphs, but the logical progression is hindered by the repetitive structure of the sentences. While cohesive devices like 'Furthermore', 'Moreover', and 'In addition' are used, they are somewhat mechanical and do not always create a smooth flow between ideas. The referencing is generally clear, but the overall structure feels like a series of observations rather than a well-integrated report. Paragraphing is present, but the transition between the past and present states could be managed more effectively to improve the overall coherence.
Lexical Resource — Band 6.0
The vocabulary is generally adequate for the task, allowing the student to describe the floor plan changes clearly. There are some spelling errors, such as 'conspicuosly' (conspicuously) and 'Childrens' (Children's). The range of vocabulary is somewhat limited, relying on basic descriptive terms. To reach a higher band, the student should incorporate more precise collocations and varied terminology related to spatial changes and architectural features, rather than repeating 'missing' or 'present' multiple times throughout the text.
Grammatical Range and Accuracy — Band 6.0
The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as 'it's current plan' (its), 'has now being replaced' (has now been replaced), and 'in the corridor... were tables' (there were). While these errors do not impede communication, they are frequent enough to prevent a higher score. The student demonstrates an attempt at complex structures, but the control over verb tenses and subject-verb agreement needs improvement to ensure greater accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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