Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-10-02
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 4.0)
the diagram represaent the floor plan of a public liabrary 20 years ago and how its looks now overall it is lucid that in the middle of the map it is find that tables and chairs apart from this at the northwest side we can find cdc videos computer games fetching into details followed by table and char we also saw the children books on the northern side ,moving to the entrance it was find out on the south side considring the remaining details now we can saw the liabrary again than we find that the overall area will be change but if i saw the the entrance it will remain same if wetalk about childrens fiction books it will find on the northeast side and if we come on the cafe it wasfind out on the east sidein the map and thcomputr room on the west side in the map
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 3.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 4.0
The response makes a minimal attempt to address the prompt, meeting the basic word count but failing to present a clear, structured overview or properly report the main features of both maps. The writer attempts to describe certain locations such as 'tables and chairs' and 'cdc videos computer games', but the description is fragmented and lacks a coherent comparison between the library twenty years ago and how it looks now. Key spatial relationships are confused, and some reported details do not accurately reflect the provided plans, resulting in a tangential approach to the task. To improve, the student needs to present a clear introductory overview of the main changes, select key features systematically, and provide well-supported comparisons between the two time periods rather than listing isolated, disjointed details.
Coherence and Cohesion: Band 3.5
Information and ideas are not arranged coherently, and the text lacks a logical overall progression. The response is presented as a single, continuous block of text without proper paragraphing or standard punctuation to separate sentences and thoughts. Cohesive devices are largely absent or misused, with repetitive and awkward transition phrases such as 'moving to', 'considering the remaining details', and 'if we talk about'. Pronoun referencing is weak and confusing, making it difficult for the reader to follow which part of the map is being discussed. To achieve a higher score, the response must be structured into logical paragraphs (such as an introduction, an overview, and distinct body paragraphs for comparisons), using accurate cohesive devices and punctuation to guide the reader smoothly through the spatial changes.
Lexical Resource: Band 4.5
Vocabulary use is basic and repetitive, with frequent word-choice errors and spelling mistakes that strain the reader's comprehension. Examples of lexical inadequacy include 'represaent' for represent, 'liabrary' for library, 'cdc' for CDs, and 'computr' for computer. The student relies heavily on simple, repetitive terms and informal phrasing like 'if i saw the' and 'if we come on the'. There is little attempt to use less common vocabulary or precise spatial and architectural terminology appropriate for describing map changes. To improve, the student should expand their vocabulary related to describing locations and changes, ensure accurate spelling of common terms, and use more precise lexical items instead of conversational filler phrases.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is very limited, and frequent errors significantly distort meaning and impede communication. The response lacks basic punctuation, running multiple distinct clauses together without periods or capital letters. There are frequent issues with verb forms, tense consistency, and prepositions, such as 'it is find that', 'fetching into details', and 'the overall area will be change'. Complex sentence structures are attempted but are generally faulty and tangled. To progress, the student needs to focus on fundamental sentence construction, ensuring that each sentence has a clear subject and verb, using correct verb tenses for describing diagrams, and applying appropriate punctuation and capitalization to separate ideas.
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