Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-06

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 given diagram illustrates the process for recycling plastic bottles.

Overall, the process consist of 9 main steps for recycling plastic bottles. The process started from throwing plastic in the recycle bin and continue with ongoing 7 steps and at last made some daily routine things.

At very first step, waste plastic thrown into bin and recycle truck came to pick the bin following step 2. They send these waste to recycle centre and start the process of sorting in step 3. In step four, they press the plastic with compressor and shaped it into blocks. They crush the blocks and wash them in step 5. After crushing they send it into a pellets machine to produce plastic pellets ane the machine thress them in step 6 and then heat the pellets to form raw material in step 7. After that they made raw material in 8 step. At last they produce different kinds of daily used things like shirts, pencils and plastic things e.t.c.

However, it take 9 main steps to recycle plastic botttles and also a complex and long process but it is very usefull to make daily routine things

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the task by outlining the stages of the recycling process from start to finish. However, the coverage remains somewhat limited and mechanical. While the introduction attempts an overview, the body of the response largely lists steps sequentially rather than effectively selecting and reporting the main features or making meaningful comparisons. For instance, the writer states 'the process consist of 9 main steps' and proceeds to recount them in a linear fashion, but some stages are described with underdeveloped detail or slight inaccuracies, such as the description of the pellet machine throwing them. To reach a higher level, the response would need to present a more cohesive, well-developed synthesis of the key stages and trends without relying on a simplistic, play-by-play narration.

Coherence and Cohesion: Band 5.5

There is some organisation present, as the text attempts to follow the chronological order of the diagram, moving from the initial throwing of bottles to the final end products. However, the overall progression lacks smooth transitions and logical flow. Paragraphing is poorly handled, with the main body compressed into a single dense block and an awkward concluding paragraph that feels repetitive. Cohesive devices are used mechanically or are missing entirely, leading to choppy sentences connected by repetitive phrases like 'in step 4' and 'after that'. Pronoun referencing is also occasionally unclear, such as in the sentence 'They send these waste to recycle centre', where the referent is imprecise. To improve, the writer should use clear paragraph breaks, wider cohesive devices, and logical transitional phrases to guide the reader through the stages naturally.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, containing noticeable errors that occasionally hinder smooth reading. While the student attempts some topic-related terms such as 'recycling centre', 'sorting', 'compressor', and 'pellets', word choice and word formation are often inaccurate. Examples include 'waste plastic thrown' instead of discarded, 'make daily routine things' instead of everyday items, and spelling issues or awkward phrasing such as 'ane the machine thress them'. Less common lexical items are attempted but mishandled, resulting in repetition of basic words like 'process', 'plastic', and 'step'. To achieve a higher standard, the writer needs to expand their vocabulary range, use precise synonyms, and pay closer attention to collocations and correct word forms.

Grammatical Range and Accuracy: Band 5.0

The response displays a limited range of sentence structures, relying heavily on simple sentences and basic coordination. Attempts at complex sentences are frequently faulty, leading to frequent grammatical errors that can cause difficulty for the reader. There are persistent errors in subject-verb agreement, such as 'the process consist', missing articles like 'in recycle bin', incorrect verb tenses including 'it take' and 'they made', and awkward prepositions within grammatical patterns. Punctuation is also weak, with run-on clauses linked improperly. To progress, the student must demonstrate a better control of basic grammatical rules, expand their use of complex clause structures, and ensure accurate tense consistency when describing a continuous process.

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