Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-12

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 5.0)

The given diagram illustrates the process for recycling for the plastic bottles.

Firstly, garbage people go to everyday new village public places and people home dustbin some individuals throw the garbage dustbin and some people collect garbage in dustbin every weekend garbage people come and collect to the garages they collect garbage truck before loading the garbage individuals collect all the garbage in the all houses after that loading garbage they go to recycling center: sorting recycling individuals already made a difference boxes to get in plastic they made difference types garbage boxes after that suppley the garbage compressing into the blokers before washing the plastic they are crushing the bottle after that producing the plastics pellets after that heating pellets to from new materials producing new materials are helpful to make a new things finally many processes crossing after that produce raw materials like t-shirt bottle last one producing and products.

Overall, This information shows the process yo make plastic bottles and new things produce therefore, it is very important to collect garbage.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the broad recycling sequence, including collection, sorting, compressing, crushing, washing, pellet production and heating. However, the account only partially reports the diagram: several stages are blurred together, and the overview says it is a process “to make plastic bottles,” although the diagram shows a wider range of end products, including containers, clothing, pencils and bags. The opening description of people and household bins is also confusing and adds details not clearly shown, such as collection “every weekend.” The final point that recycled material becomes new products is relevant, but the stages and the loop back to disposal need clearer, more accurate explanation. Focus on the main stages and describe the cycle without inventing details.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, uses “Firstly” and “after that” to indicate sequence, and ends with an overall statement. However, most of the process is presented as one long, crowded sentence, so the reader has difficulty following where one stage ends and the next begins. Sequencing phrases are repeated frequently, and some links are unclear, as in “before loading the garbage” and “finally many processes crossing.” The separate final paragraph helps signal a conclusion, but it does not provide a clear overview of the cycle. Use distinct paragraphs for the overview and process details, and connect each stage with precise, varied transitions.

Lexical Resource: Band 4.5

The response uses some task-related vocabulary, including “recycling center,” “sorting,” “compressing,” “washing,” “plastic pellets” and “raw materials.” This shows an attempt to describe the diagram, but the range is limited and several word choices or collocations make the meaning difficult to understand. For example, “garbage people,” “made a difference boxes,” “compressing into the blokers” and “many processes crossing” do not express the intended stages clearly. There are also spelling and word-form problems, such as “suppley,” “blokers” and “yo.” Build a reliable set of process verbs and material terms, and check that each phrase accurately names what happens at that stage.

Grammatical Range and Accuracy: Band 4.5

The response attempts to link several stages in longer sentences, but sentence structures are limited and frequently faulty, which makes relationships between actions unclear. For example, “people throw the garbage dustbin and some people collect garbage in dustbin” lacks clear grammatical connections, while “after that heating pellets to from new materials” has an unclear verb construction. Articles, plurals and sentence boundaries are also inconsistently controlled, as in “a new things” and the extended sequence beginning “Firstly” that runs through many stages without effective punctuation. Use shorter, complete sentences, with a clear subject and verb for each stage; then practise accurate passive forms such as “the bottles are sorted” and “the plastic is crushed.”

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