Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-08

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 chart illustrate that how people can recycle the plastic bottles.

In the first people buy the some things from the mart after it use and throw into the baskit. After the waste basket full then the truck can collect the waste. Atfer this process the waste can reached for recycling centre. In this process the sorting is very important process therefore the waste is good for recycling seperate from it.

The waste can goes for compressing into blocks. Atfer the compressing process then the blocks can crushing after the waste can into pieces .

The pieces of the waste can enter into washing process after the washing process is complete then the waste through into a machine. The machine make the waste into into plastic pellets. After this process plastic pellets give the required theat to make a raw materials after that the plastic pellets can change into raw material.

The form of the raw material we can make the different things like pencil shirts lunch box and plastic bottles and many more things. ATer the process is complete tthen the same process is repeated.

Overall this process is very simple and helpful. Therefore we can use the this things in our dailylifes.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main stages from putting bottles in a bin through collection, sorting, processing and making new products, and you recognise that the process repeats. However, some details are inaccurate or unclear: the diagram shows people placing bottles in a recycling bin, not buying items and discarding them in a general waste basket, and it does not say that the basket must become full before collection. The overview, “this process is very simple and helpful,” gives an opinion rather than summarising the key feature: a closed recycling loop that turns bottles into raw material and new products. The sorting stage and the return arrow are mentioned only briefly. To strengthen the response, describe the stages precisely and make the cyclical nature the central overview.

Coherence and Cohesion: Band 6.0

The response has a recognisable sequence, moving from disposal and collection to sorting, processing and end products. Paragraph breaks also help separate parts of the process. Linking expressions such as “After this process” and “after the washing process” guide the reader through the stages, although their repeated use makes the progression somewhat mechanical. Some references are difficult to follow, particularly “the waste is good for recycling seperate from it,” and the final paragraph shifts from describing the diagram to general comments about usefulness and daily life. Use clearer stage-to-stage links, keep each paragraph focused on a section of the process, and make references such as “it” or “this” identify a specific material or stage.

Lexical Resource: Band 5.0

You use several relevant process terms, including “sorting,” “compressing,” “crushing,” “plastic pellets” and “raw material,” so the reader can identify much of the recycling sequence. However, the vocabulary is limited and some choices are imprecise or repetitive: “waste” is used for bottles and processed plastic at several different stages, while “things” and “process” recur frequently. There are also spelling errors such as “baskit,” “Atfer” and “seperate,” and awkward combinations such as “give the required theat.” These reduce precision and sometimes make the description harder to understand. Build a more varied set of accurate terms for bottles, plastic pieces, pellets and products, and check spelling and collocations.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas in longer sentences, for example, “After the washing process is complete then the waste through into a machine,” but these structures are often incomplete or inaccurately formed. Errors in verb forms and sentence construction appear in phrases such as “the truck can collect the waste,” “the waste can goes,” and “the blocks can crushing.” Articles, plurals and agreement are also unreliable, as in “make a raw materials” and “the different things.” These errors sometimes obscure how one stage leads to the next. Practise accurate passive forms for process descriptions, such as “the bottles are collected” and “the plastic is crushed,” alongside shorter, complete sentences. Then combine stages only when the grammar remains controlled.

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