Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-20

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 diagram provide information shows that the process for recyling plastic waste step by step producing new products from it.

ovreall, there are nine main stages in this process , begining with collecting plastic waste and ending with the production of new items

first people put plastic waste into special recyling bins after that a recyling truck to collect the waste and transports it to a recycling centre at the centre workers sort the plastic and spreate suitable materials from other waste next the selected plastic is compressed into large blocks

in the following stage these blocks are crushed into small peices the pieces are then then washed to remove dirt and other unwanted materials after washing the clean plastic peice are put into a machine to produce plastic pellets these pellets are heated to form raw material which is then prepared forfurther use

finally raw material is uesd to manufacture different product these product can be used by people recycled again.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response covers the main stages in the correct order, from placing bottles in bins through collection, sorting, compression, crushing, washing and pellet production to raw material and new products. The overview also identifies the nine stages and the loop from new items back to recycling. These are relevant features and show a clear understanding of the diagram. Some details are less fully reported: for example, the sorting stage separates suitable plastic from other waste, but the account does not explain that unsuitable material is rejected; it also says the final products “can be used by people recycled again,” without clearly describing the return arrow to the bin. To strengthen the summary, state the cycle’s completion explicitly and describe the final products more precisely.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement: an introduction and overview are followed by the stages in sequence, with a final sentence about the products and recycling. Sequencing expressions such as “first,” “after that,” “in the following stage” and “finally” help the reader follow the process. However, the linking is sometimes mechanical, and several stages are crowded into long, unpunctuated sentences. For instance, the account of collection and sorting runs together, as does the description of crushing, washing and pellet production. Paragraphing is present but could better separate the early, middle and final stages. Use full stops and commas more consistently, and vary transitions while keeping each sentence focused on one or two connected steps.

Lexical Resource: Band 5.0

The response uses relevant process vocabulary, including “recycling centre,” “compressed,” “crushed,” “pellets” and “raw material,” so the main stages are generally understandable. However, the range is limited and several word-choice, word-form and spelling errors reduce precision: “spreate suitable materials” is unclear, “plastic peice” is inaccurate, and “different product” should refer to products in the plural. Repeated use of “plastic,” “waste” and “produce” also makes the description less varied. Aim for accurate process collocations and check spelling carefully; terms such as “sort recyclable bottles,” “wash the fragments” and “manufacture a range of goods” would describe the stages more precisely and naturally.

Grammatical Range and Accuracy: Band 5.0

There is some variety in sentence forms, including sequencing clauses and passive constructions such as “the selected plastic is compressed” and “these pellets are heated.” The stages remain understandable, but some grammatical errors and punctuation problems are evident. The opening, “the diagram provide information shows,” combines incompatible verb structures; “a recycling truck to collect” needs a finite verb, and “these product can be used” has a number-agreement error. Several sentences also run together without clear punctuation, making relationships between steps harder to follow. Use a consistent present tense for the process, check subject–verb agreement and singular/plural forms, and divide long sequences into complete sentences. More accurate control of these patterns would make the description clearer.

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