Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-18

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)

the diagram shows the process of recycling plastic bottles.

Overall, first Throw the plastic bottle in recycle bin and the truck will come to pick the trash of bottle in Dustin bin. the truck will go in recycle centre to give bottles for recycling. the bottle will collected in the compressing into blocks and the plastic bottles will crushing the machine and wash the bottle in water then plastic bottle will producing plastic pellets in machine. the plastic pellets heating the form of raw materials and the raw material is set and go the producing the many type of features. we can produce the different types of water bottle, plastic tiffin box and also get clothes from the plastic.

In conclusion, we can throw the water bottle in trash bin or dustbin. we can recycle the bottle and crushing the bottle and we can get different varieties of plastic bag also and new clothes to wear.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the subject and describe several central stages, including collection, sorting, compressing, crushing, washing, pellet production and the creation of new products. You also recognise that the process returns to bottle production. However, the account is only partially effective: the overview is mixed with a long sequence of details, and some stages are unclear or inaccurately expressed. For example, sorting into accepted and rejected bottles is not explained, and the final products are described generally rather than clearly linked to the raw material. The conclusion shifts to advice about throwing bottles away, which is not required by the diagram. A concise overview of the full cycle, followed by accurate stage descriptions, would make the response more complete.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, with an opening, a main paragraph and a concluding paragraph, and the stages are mostly presented in diagram order. However, progression is difficult to follow because many steps are joined in one extended sequence using repeated forms of “and” and “then.” The opening paragraph also combines an overview with detailed stages, while the conclusion repeats earlier information and introduces a disposal suggestion. Some references are unclear, such as “the bottle will collected in the compressing into blocks,” so the reader must infer the intended connection. Use separate paragraphs for the overview and grouped stages, and connect steps with precise sequencing language such as “next,” “after washing” and “finally.”

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “recycling centre,” “compressing,” “crushing,” “plastic pellets” and “raw materials,” which helps communicate the general subject. However, the range is limited and several word choices or combinations are inaccurate, sometimes making the meaning difficult to understand. For instance, “trash of bottle in Dustin bin” and “many type of features” do not clearly describe the collection or end products; “plastic tiffin box” is also less suitable than a neutral description such as “food container.” Repetition of “bottle” and “plastic” further limits variety. Build a small set of accurate process terms and use them consistently, including “recycling bin,” “collection truck,” “reusable products” and “raw material.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence and uses some longer sentence forms, but control of sentence structure and verb forms is inconsistent. Errors occur frequently, as in “the bottle will collected,” “the plastic bottles will crushing,” and “the plastic pellets heating the form of raw materials.” These constructions make relationships between actions and stages unclear. There are also problems with articles, plurals and sentence boundaries, including “the many type” and the lower-case “we” after a full stop. Most clauses rely on simple future forms, with little accurate variation. Practise forming passive process sentences, for example, “The bottles are collected and taken to a recycling centre,” and check subject–verb agreement, articles and punctuation when editing.

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