Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-11-09

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 5.5)

the diagram illustrate how plastic bottles are recycled the process start from throughing plastic bottles into the bin which is after collected by the garbage buses then its goes to recycling centre where plastic bottles are seprate by the worker of factory then store it in a diffrent container after that they crush the bottles in a grinder into small pieces which move forward to washing process then another process begin where the washed plastic placed in a machine which heatup and make plastice pieces into pellets which is help to make it in a raw material which is transfer into diffrent industries where different types of product were made for example lunch box stationary items clothes bags etc so we have to throw plastic bottles in a recycle bin so it is more conveinient to seprate it also recycle plastic save our environment in a kind of air pollution water pollution and prevent global warming so in a nutshell there should more awareness about recycle material held in all over the world to save our environment

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main stages from putting bottles in a bin through collection, sorting, processing and making new products, and your examples of end products broadly match the diagram. However, some important details are omitted or unclear: the sorting stage separates suitable bottles from rejected items, and the diagram shows compression into blocks before crushing, followed by washing and pellet production. The account also does not clearly explain that the process is a cycle, with end products returning to use and bottles entering the bin again. The final comments about pollution, global warming and awareness are not features of the diagram, so they take space from describing the process. A concise overview of the cycle and more accurate coverage of its stages would make the response more complete.

Coherence and Cohesion: Band 5.0

The response follows a broadly sensible order, moving from disposal and collection to processing and new products. Linking expressions such as “after that,” “then” and “which” help show sequence. However, nearly all the information is placed in one long sentence, so the stages and the concluding environmental comments run together. Some links are repetitive or unclear, particularly the repeated use of “which,” and the reader has to work out where one stage ends and another begins. Organise the response into a short introduction and overview, followed by a clearly sequenced description of the stages. Use full stops and a small range of precise connectors, such as “next,” “subsequently” and “finally,” to make progression easier to follow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “recycling centre,” “grinder,” “washing process,” “pellets” and “raw material,” and the examples of products help convey the final stage. However, the range is limited and several choices or spellings make the description less clear, such as “garbage buses,” “seprate,” “diffrent” and “heatup.” “Garbage buses” is not a natural term for the collection vehicle shown, while “store it in a diffrent container” does not accurately describe sorting into accepted and rejected groups. Aim for precise process terms and check spelling; for example, use “collection truck,” “sort,” “compress” and “recycled plastic.” This would make the account more accurate and less repetitive.

Grammatical Range and Accuracy: Band 5.0

The response communicates the general sequence, but it relies heavily on one extended sentence joined by “which,” “then” and “after that.” This creates frequent problems with sentence boundaries and makes relationships between stages difficult to follow. There are also errors in verb forms and agreement, as in “the process start,” “then its goes” and “which is help,” as well as unclear tense choices in “different types of product were made.” Articles and plurals are also inconsistent. Use a controlled mix of short sentences and subordinate clauses, and check that each sentence has a clear subject and correctly formed verb. For example: “The bottles are collected by a truck and taken to a recycling centre, where workers sort them.”

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