Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-14

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 diagram illustrates the process through which plastic bottles is recycled.

Overall, plastic bottles went through many stages from throwing plastic bottles to trash box follows by, trash car take it to recycling center. Similarly, it then compress, crushed, washed, plastic pellets production, raw materials and ends with producing its end products.

At the begening, bottle in trash box is collected by trash mobile which send it to recyling center for sorting purpose to collect which is of use and what not. Furthermore, it is compressed into blocks and later sent for crushing and washing.

Following, pellets plastic is produced and heated the pellets to form raw materials, which then raw materails

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a recycling process and include several central stages, such as sorting, compressing, crushing, washing and making pellets. However, the report is only partial: it stops before explaining how the pellets become raw material and how that material is used to produce end products and complete the cycle. The overview lists stages but does not clearly summarise the full start-to-finish loop. Some details are also imprecise, for example, describing the bin as a “trash box” and the collection vehicle as a “trash car.” The response is below the required 150 words, which limits the coverage and development of the process. Include every major stage and explain the final products and return arrow.

Coherence and Cohesion: Band 5.5

The response has an identifiable overall structure: an introduction, an overview and a paragraph describing early stages. The sequence from collection to sorting and then processing is generally understandable. However, progression becomes unclear because the final paragraph ends mid-idea at “which then raw materails,” leaving the later stages unreported. Some linking expressions are awkward or do not show the relationship clearly, including “Similarly” and “Following.” The overview also compresses many stages into a list rather than presenting a clear progression. Organise the report into a complete sequence, using straightforward links such as “Next,” “After washing” and “Finally,” and ensure each paragraph develops a complete part of the process.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “sorting,” “compressed,” “crushing,” “washed” and “pellets,” so the reader can recognise the general subject. However, the range is limited and several choices are inaccurate or unnatural for this diagram. “Trash box,” “trash car” and “trash mobile” are unsuitable descriptions of a recycling bin and collection truck, while “pellets plastic is produced” is an awkward word combination. There are also spelling errors such as “begening,” “recyling” and “materails.” Use precise terms from the process and check spelling and word forms; this will make the description clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentence forms, and the opening sentence communicates the topic. However, grammatical errors are frequent and sometimes make the process difficult to follow. For example, “plastic bottles is recycled” has incorrect subject–verb agreement, and “which send it” does not agree with the singular truck. Several clauses are incomplete or incorrectly joined, particularly “Overall, plastic bottles went through many stages from throwing plastic bottles to trash box follows by…” and the unfinished final sentence. Tense and sentence construction also shift inconsistently. Practise writing complete sentences with a clear subject and verb, and use consistent present simple forms to describe each stage of a process.

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