Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-13

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 process illustrates the recycle process of plastic bottles.

Overall, the process consists of 9 main stages, beginning with throwing bottles into dustbin and ending with recycled products.

To begin with, all starts with throwing bottles into dustbins, after that trucks collect those garbage and transfer it to sorting area, which is the next step. Moreover, bottles is sorted by their quality of recyclable material. then using equipment those bunch of bottles converted into blocks using compression. next step covers crushing that block and washing that crushed particles. Furthermore, using specific machine those particles use as a input and as a output, we get raw material using heating pellets to make pure raw material. in next step, that final bunch different industry use to make various type of essential products.

In conclusion, using this stages we had seen a process which shows the process from thrown bottles to brand new products.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as a nine-stage cycle and give a relevant overview, noting that it begins with bottles being discarded and ends with products. The main sequence is mostly represented: collection, sorting, compression, crushing, washing, pellet production, heating and manufacture are all mentioned. However, some stages are less fully explained. The sorting description does not clearly report that unsuitable bottles are separated, and the final products are not illustrated with examples such as containers, clothing or bags. The account of the transition from pellets to raw material is also unclear. To strengthen the response, describe the sorting decision and explain more precisely how the processed material becomes raw material and then new products, including the loop back to disposal.

Coherence and Cohesion: Band 6.5

The response has a clear overall shape: an introduction and overview are followed by a chronological account, with a concluding sentence. The sequence is generally easy to follow, and markers such as “To begin with,” “Moreover,” and “Furthermore” help signal progression. This meets the lower-band expectation of coherent organisation and shows some movement towards more flexible linking. However, several transitions are mechanical or unclear, particularly “next step covers” and “in next step,” while the long middle paragraph combines many stages without enough sentence breaks. The conclusion repeats the opening idea rather than adding useful information. Grouping the stages into clearer sentences and using precise links to show cause and sequence would make cohesion more natural.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “sorting,” “compression,” “crushing,” “washing,” “pellets” and “raw material,” so the reader can recognise the main stages. There is also an attempt to vary wording with phrases such as “essential products.” However, the range is limited and several choices or collocations are inaccurate or vague: “dustbins,” “those garbage,” “bunch of bottles,” and “final bunch” do not describe the materials naturally. “Recycle process” is also less appropriate than “recycling process.” These noticeable word-choice and word-form problems sometimes make the process harder to picture. Build a bank of accurate terms for materials and stages, and prefer specific wording such as “discarded bottles,” “plastic fragments” and “finished products.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a sequence joined with “after that” and a relative clause in “sorting area, which is the next step.” The overall meaning is usually recoverable, but control is uneven, and errors occur in basic sentence patterns as well as longer constructions. Examples include “all starts with,” “bottles is sorted,” and “those particles use as a input and as a output”; these show problems with subject–verb agreement, passive forms and articles. Sentence boundaries and capitalisation are also inconsistent, as in “then” and “next step” after full stops. Practise accurate passive constructions for process descriptions, such as “the bottles are sorted” and “the material is heated,” before adding longer clauses.

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