Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-14

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 5.0)

in this diagram the show recycling of the plastic bottles whe we throw the plastic bottles then they moves into dumpyard and where the people sort the bottle and transfer into recycling unit where the bottles sapreated into the catogaries and colors then sort bottles compress into blocks and the the block crush into tity particals and that particals moved into a huge washing areas then they wash 4 to 5 times and after washing the tity particles moves into a plastic palltes making machines tiny particles into plastic palletes. That pallets are the Raw material of any kind of plastic products, then that pallets pack into bags and moving to the factories that makes diffrents products from plastics. once the pallets reahed into factory the labour transfer the raw material into machines and then the machines converts pallets into diffrents products like bottles, jar, container, shooping bags,e.t.c . in some cases they use recycled pallets into food grade products that is not good for health.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main stages from disposal and collection through sorting, compressing, crushing, washing, pellet production and manufacture, so the response is relevant to the diagram. However, the account is only partly accurate and lacks a clear overview of the process as a closed loop. The diagram shows bottles being collected by truck and sorted at a recycling centre; it does not show a “dumpyard,” colour-based categories, washing “4 to 5 times,” or workers transferring pellets into factory machines. The final products are shown, but the claim that recycled material in food-grade products is unhealthy is unsupported and distracts from the summary. Focus on the stages and the return from end products to the recycling bin, without adding assumptions.

Coherence and Cohesion: Band 5.0

The stages are generally presented in the order shown, and words such as “then,” “after,” and “once” help signal sequence. This gives the reader some sense of progression. However, the response is written as one long, loosely connected sentence, with repeated sequencing words and few clear divisions between stages. As a result, the process is difficult to follow, especially where the account moves from pellets to factories and then to the health claim. Use separate sentences or paragraphs for collection and sorting, processing, and the production of new goods. Clearer links such as “Next,” “Following this,” and “Finally” would help, but should not replace accurate sentence structure.

Lexical Resource: Band 5.0

You use several relevant process terms, including “compress into blocks,” “washing,” “raw material,” and “products,” which make the general subject understandable. However, vocabulary is limited and repeated, and frequent spelling errors make some words difficult to recognise, for example “sapreated,” “catogaries,” “pallets,” and “diffrents.” Some choices are also inaccurate for this diagram: “dumpyard” is not shown, and “pallets” refers to the wooden platforms in the image rather than plastic pellets. Build a more precise process vocabulary and check spelling carefully. Terms such as “plastic pellets,” “recycling centre,” and “finished products” would describe the stages more accurately.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several stages using clauses, for example “once the pallets reahed into factory,” but most of the account relies on a long chain of clauses joined by “then” and “and.” Frequent errors in sentence structure and verb forms make relationships unclear. Examples include “they moves,” “the block crush,” and “the machines converts”; these need subject–verb agreement and appropriate passive forms, such as “they move” or “the blocks are crushed.” Articles and plurals are also inconsistent, as in “the plastic bottles” and “a huge washing areas.” Use shorter sentences and practise passive constructions, which are especially useful for describing a process. Full stops and commas would also make the stages easier to understand.

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