Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-11-06

IELTS Writing Task 1 question

The diagram below shows the process for recycling plastic bottles.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

How plastic bottles are recycled

Student answer (Band 6.0)

The following diagram illustrate the recycling process of plastic bottles.

Overall, the recycling process is a cyclic process.This process consists of 9 different parts such as, collecting plastic bottle,taking them to the recycle center,shorting,compressing into blocks,crushing,producing plastic pellets, heating,producing raw material and convert into new product

First of all, people throw plastic bottles in recycle bin.After that, those used bottles go to recycling center where they are kept into two different box by manual process.Between those two boxes,one will go for recycling and another will be discarded. After this process is finished,they compress those choosen bottles into blocks. Later,they grind up those blocks into small peice.

After washing them in a water filled container,they go through machine which turns them into plastic pellets . Then plastic pellets undergo through heating process so it can transform into raw material .At the end of the process ,by using raw material, other material are produced such as, clothes,bottles,plastic box,bags,and tiffin

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response covers the main stages and gives a clear overview that the process is cyclical, which is important for this diagram. It accurately describes collection, sorting into accepted and rejected bottles, compression, crushing, washing, pellet production, heating and the creation of new products. The examples at the end also reflect the diagram’s range of outputs. To make the account more fully developed, clarify the final link: the diagram shows end products feeding back into the recycling-bin stage, but this return is not stated in the body. Some stage descriptions are also general, such as “they go through machine”; naming the machine’s function more precisely would make the process easier to follow. Overall, the key features are selected and reported clearly, with some scope for fuller detail.

Coherence and Cohesion: Band 6.5

The response has a sensible overall structure: an introduction and overview are followed by stages in sequence, with “First of all,” “After that,” “After this process,” and “At the end” guiding the reader. The progression is generally easy to follow, and the paragraph break separates the overview from the detailed account. However, the sequence is sometimes presented as a list of actions, and the links between stages could be smoother. For example, “After washing them…” and “Then plastic pellets…” would benefit from clearer references to the plastic as it changes form. The overview’s long list also makes the opening less controlled. More varied linking and clearer referencing would make cohesion less mechanical while preserving the logical order.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “compress,” “crushing,” “plastic pellets,” “raw material,” and “recycling center,” so the reader can understand the main stages. However, the range is limited and several word-choice, spelling, or collocation errors reduce precision: “shorting” for sorting, “choosen,” “peice,” and “tiffin” are problematic in this context. Phrases such as “kept into two different box” and “undergo through heating process” are also unnatural. Repetition of “process,” “plastic,” and “material” further limits flexibility. Aim to use accurate verbs for each stage and standard names for the products shown, such as “containers” rather than “tiffin.”

Grammatical Range and Accuracy: Band 5.5

The response attempts both simple and more complex sentences, including a relative clause in “where they are kept…” and a purpose clause in “so it can transform…”. However, errors occur frequently enough to affect fluency and sometimes make relationships between ideas less clear. Examples include subject–verb agreement in “diagram illustrate,” missing or incorrect articles and plurals in “two different box,” and awkward verb patterns in “they go through machine” and “undergo through heating process.” Sentence punctuation and spacing are also inconsistent, particularly around full stops and commas. Work on accurate sentence patterns, articles, plural forms, and agreement first; then practise combining stages with controlled clauses.

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