Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-02

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 6.0)

The given diagram illustrates different steps involved in the recycling of plastic bottles.

Overall, it can be seen that the process contains nine different steps, which begins with throw plastic bottles in a bin and concludes with producing different end products such as clothes, bags etc, although middle stages repeat cyclically.

At first, the plastic bottles are thrown into bin by an individual which are then collected by a bus for recycling process. After that, bottles are sorted into different boxes by a worker which is then compressed into blocks.

Subsequently, these compressed blocks are crushed into small pieces by a crush machine and put into a container for washing. After that, washed pieces are sent into a pellete machine to produce plastic pellets which are then heated to form raw material. After that, the raw material is sorted in a stack and finally numerous end products are produced by that waste material such as new bottles, clothes, pensils and reusable bags.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by outlining the main stages of the plastic bottle recycling process, from initial disposal to final product creation. An overview is successfully provided in the second sentence. However, some aspects of the process are under-developed or described in a somewhat generalised manner. For instance, the transition from the collection truck to sorting is slightly rushed, and certain stages lack precise detail about how the mechanical actions link together. While the key features are covered, a more thorough extension of how the stages interlock into a closed loop would be required to reach a higher band level.

Coherence and Cohesion: Band 6.5

The response achieves a coherent overall arrangement with a clear sequence of steps following the visual flow of the diagram. Progression is generally maintained through sequencing expressions such as "At first", "After that", and "Subsequently". Paragraphing is partially utilized, though the text is grouped into a brief introductory overview and a main body block. Cohesive devices are used adequately, but some referencing is slightly mechanical and repetitive, particularly the frequent reliance on phrases like "after that". To push further into higher bands, more sophisticated and varied cohesive links could be integrated, alongside a clearer division into distinct paragraphs representing different phases of the cycle.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, successfully communicating the main actions in the diagram such as "compressed", "crushed", and "heated". However, there are noticeable lexical inaccuracies, word-choice errors, and spelling slips that reflect a limited and somewhat repetitive range. For example, the student writes "throw plastic bottles" instead of throwing, "bus" instead of a collection truck, "pellete machine" instead of pelletiser, and "pensils" instead of pencils. While these errors do not completely impede communication, the frequent awkward word choices and spelling lapses keep the vocabulary firmly at the current level.

Grammatical Range and Accuracy: Band 5.5

The writer demonstrates a mix of simple and some complex sentence forms, attempting relative clauses and participial phrases such as "which are then collected" and "compressed into blocks". However, there are persistent grammatical errors in sentence structures, verb forms, and prepositions. Examples include "which begins with throw plastic bottles" (gerund error), "into bin by an individual which are then collected" (missing article and agreement error), and "sorted in a stack" (preposition error). These errors occur across various structures but rarely impede overall comprehension, allowing the reader to follow the sequence of the process despite the grammatical lapses.

See this exact question answered at other band scores. The same prompt compared across bands.

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