Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-09-06
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 5.0)
THIS DIAGRAM ILLUSTRATE THE INFORMATION ABOUT THE FLOOR PLAN OF A PUBLIC LIBRARY HOW IT LOOKS NOE AND HOW WAS THAT BEFORE 20 YEARS AGO.
AS OF NOW I CAN SEE IS THERE IS ALOT OF DIFFERANCE BETWEEN TODAY'S CENTRAL LIBRARY AND THE OLD WHICH WAS BEFORE 20 YEARS AGO. CLEARLY I CAN SEE IS ENTRANCE IS SAME IN BOTH THE CONDITION BUT JUST AFTER THAT TABLES AND CHAIR USED TO BE THERE BUT RIGHT NOW THEIR IS NOTHING AFTER ENTERANCE FURTHERMORE ON RIGHT SIDE OF THE ENTERANCE IT USED TO BE A READING ROOM AND LEFT SIDE WAS ENQUIRY DESK BUT NOW A DAYS RIGHT SIDE HAS A COMPUTER ROOM AND LEFT SIDE IT HAS A CAFE. IN ADDITION OF THAT 20 YEARS AGO IT USED TO BE ADULT FICTION BOOKS AND ADULT NON-FICTION BOOKS AREA BUT RIGHT NOW THERE IS JUST ADULT FICTION BOOK AREA IS LOCATED NEAR INFORMATION DESK AND THEY ADD SELF-SERVE MACHINEWHICH LOCATED NEAR INFORMATION DESK AND ON THE OTHER HAND THERE IS A AREA WHICH IS CALLD ALL REFRANCE BOOK.
IN SHORT THEY ADD ALOT OF EXTRA FACILITIES TO THE CENTRAL LIBRARY. OVERALL CENTRAL LIBRARY IS MOR INFORMATIVE THAN WHAT IT USED TO BE.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the floor plan, such as the entrance, the reading room, the computer room, and the cafe. However, the description is somewhat informal and lacks a clear, professional overview. The student identifies changes but struggles to present a cohesive summary of the trends. The inclusion of personal commentary, such as 'I can see', is inappropriate for an Academic Task 1 report, which requires an objective tone. While the key features are mentioned, the lack of precise spatial language and the informal structure limit the development of the response, preventing it from reaching a higher band.
Coherence and Cohesion — Band 5.0
The response is divided into paragraphs, which is a positive step. However, the use of cohesive devices is mechanical and repetitive, such as the frequent use of 'and' and 'but'. The progression of ideas is somewhat disjointed, and the referencing is occasionally unclear, particularly when describing the layout. The transition between the past and present states is not always smooth, making the text feel like a list of observations rather than a well-structured report. Improved use of linking words like 'whereas', 'subsequently', or 'in contrast' would significantly enhance the flow.
Lexical Resource — Band 5.0
The vocabulary range is limited and repetitive. The student relies on basic terms like 'things', 'place', and 'area'. There are several spelling errors, such as 'DIFFERANCE', 'ENTERANCE', 'NOE', and 'REFRANCE', which distract the reader. The phrasing is often informal and lacks the precision required for describing diagrams. To improve, the student should focus on learning specific vocabulary related to spatial descriptions and layout changes, such as 'relocated', 'transformed', 'replaced', and 'converted', while ensuring accurate spelling to avoid impeding communication.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors, including issues with subject-verb agreement ('THEY ADD ALOT', 'THEIR IS NOTHING'), article usage, and tense consistency. The sentence structures are predominantly simple, with limited attempts at complex sentences. Punctuation is also problematic, with a lack of proper sentence boundaries and capitalization used throughout the entire text. These errors are frequent and occasionally make the meaning difficult to follow. To reach a higher band, the student needs to work on basic sentence construction, consistent verb tenses, and standard punctuation rules.
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