Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-10-01
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 5.5)
The given charts illustrate the information about the layout of centreal library 20 years ago and how it looks nowadays after redevelopment.
overall, there are several changes taken place like enquiry desk, reading room have been converted into computer room and cafe. Entrance have been on the same place.
To start with, 20 years ago, entrance was situated in the south direction. On the left side of the entrance reading room was constructed opposite to enquiry desk. In the north-east corner childrens books room was located. In the front of the childrens room CDs, videos, computer room was situated and chairs and tables were located in the centre of the library.
Moving further, nowadays, ther are several changes taken place. CDs, videos, computer games and childrens books room have been replaced into childrens fiction books and lecture room. Enquiry desk have been removed and cafe room has been build. In the centre of the library tables and chairs have been removed.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response covers the main features of the library's layout from 20 years ago and today, such as the replacement of the reading room and the removal of the tables and chairs in the centre. However, some parts of the task are only partially addressed or under-developed. For instance, the overview mentions a couple of changes but misses key transformations like the addition of the lecture room and café, relying instead on a somewhat repetitive listing of details in the body paragraphs. While the general direction and transformations are reported, a more comprehensive selection of key areas and clearer comparisons would be needed to reach a higher level.
Coherence and Cohesion: Band 6.5
The essay demonstrates a clear overall arrangement with basic paragraphing that separates the introduction, overview, and body sections. Cohesive devices such as 'To start with' and 'Moving further' are used to structure the progression of the report, showing a clear attempt to organise information logically. However, referencing is sometimes mechanical, and paragraphing can feel slightly disjointed as details are grouped. To reach the next level, the response would need to use cohesive devices more flexibly and ensure that the progression between past and present features flows more smoothly without abrupt transitions.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, with appropriate references to library features such as 'enquiry desk', 'reading room', and 'computer room'. However, the range is limited and repetitive, with frequent spelling errors ('centreal', 'ther', 'childrens' missing apostrophes) and occasional awkward word choices such as 'cafe room has been build'. The student attempts some less common vocabulary related to spatial descriptions, but these attempts are marred by inaccuracies in word form and spelling. To improve, the writer should incorporate a wider variety of precise spatial and transitional vocabulary while paying closer attention to word formation and spelling accuracy.
Grammatical Range and Accuracy: Band 5.0
The response features a limited range of sentence structures, relying heavily on simple sentences and basic active or passive constructions. There are frequent grammatical errors throughout the text, including subject-verb agreement issues ('Entrance have been', 'Enquiry desk have been'), missing articles ('in centre of the library'), and incorrect prepositional usage ('in the south direction'). Attempts at complex structures are often faulty. These errors can cause occasional difficulty for the reader. To achieve a higher band, the writer needs to demonstrate a greater variety of complex grammatical structures with significantly improved accuracy and control over verb forms and plurals.
See this exact question answered at other band scores. The same prompt compared across bands.
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