Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-09-02
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)
This process shows that how the some products made from recycled plastic bottles and other plastic products.
Overall , this process include several steps and stages in this process. And this starts from throw the plastic waste in dustbin and ends with creating several types of products from that waste.
In first stage, we all throw our plastic bottles, wrappers, or etc. We can throw in dustbin. The garbage cart collect that waste and going in recycling centre. In recycling centre, they split that waste in two parts, first which recyclable and second which is not. This process called sorting. Which waste is recyclable we compressing that waste into blocks.
We can crush that blocks in the machine And we wash that crush waste into water. Then after we can pass that washing waste in machine. That machine produce plastic pellets. We give heat to that pellets and they transform in raw material. And we can develop any plastic things from that raw material. And also use of that product we throw in dustbin so this cycle continue.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the recycling process, from collection to the creation of new products. However, the description is somewhat simplistic and lacks the analytical tone required for an Academic Task 1 report. While the key stages are identified, the explanation of the process is occasionally repetitive and lacks a clear, professional overview. The student successfully identifies the cycle, but the language used to describe the transition between stages is quite basic. To improve, focus on using more precise terminology to describe the mechanical processes shown in the diagram, such as 'sorting,' 'compressing,' and 'pelletizing,' rather than relying on informal phrasing like 'we all throw' or 'we give heat.'
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is mechanical and sometimes repetitive, such as the frequent use of 'and' to start sentences or link clauses. The transition between the collection phase and the processing phase is clear, but the overall flow feels disjointed due to the simple sentence structures. Referencing is sometimes unclear, particularly when referring back to 'that waste' or 'that machine.' Improving the variety of linking words and ensuring that pronouns clearly refer to the preceding nouns would significantly enhance the coherence of the report.
Lexical Resource — Band 5.0
The vocabulary is limited and often repetitive. Phrases like 'we all throw,' 'that waste,' and 'that machine' are used frequently, which restricts the range of expression. There is an attempt to use technical terms like 'recyclable,' 'compressing,' and 'raw material,' but these are not always used in the most natural or accurate way. The student relies on basic verbs rather than more precise academic vocabulary suitable for describing a technical process. To reach a higher band, the student should focus on learning topic-specific collocations and avoiding informal, conversational language in favor of a more objective, descriptive style.
Grammatical Range and Accuracy — Band 5.0
The response relies heavily on simple sentence structures. While there are attempts at complex sentences, they often contain grammatical errors, such as 'This process shows that how the some products made...' and 'Which waste is recyclable we compressing that waste.' There are frequent errors in subject-verb agreement, article usage, and tense consistency (e.g., 'the garbage cart collect' instead of 'collects'). Punctuation is also inconsistent, with unnecessary spaces before commas and periods. To improve, the student needs to practice constructing more complex sentences with accurate subordination and ensure that basic grammatical rules regarding articles and verb forms are applied consistently.
See this exact question answered at other band scores — the same prompt compared across bands.
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