Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-24

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 below illustrates the process for recycling plastic bottles.

Firstly, collecting the plastic bottles in the into the garbage box the put it in the garbage venhicle then deliver it to the recycling center then put it into the compressing into blocks then crushing it after the crushing washing it then add it into the producing plastic pellets then heating pellets to from raw material after this process then the next step is raw material after completeing the raw material process they convert it into the alter shape means they made from using it like plastics bottles miners lunch boxes also made shopping bags pencils and boys shirts.

Secondly, this process is always going on after the end of the process the next recycle process start again with garbage box so this process is not stopped always going on.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the topic and include several key stages, from collection and transport through sorting, compression, crushing, washing, pellet production and heating. You also recognise that the process is cyclical and mention several end products. However, the account is incomplete: it does not explain that unsuitable bottles are rejected during sorting, and the return arrow from end products to the recycling bin is not clearly described. Some stages are difficult to understand because they are compressed into one long sequence, and the overview of the cycle is limited. The response also contains 140 words, so it does not meet the required minimum of 150. Add a clear overview and explain the sorting and loop stages more fully.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response: the first paragraph describes the stages, while the second notes that the process repeats. Words such as “Firstly,” “then” and “after this” help signal sequence. However, most of the stages are crowded into one long sentence, making the progression hard to follow; the repeated use of “then” also feels mechanical. The second paragraph repeats the idea that the cycle continues without clearly linking it to the diagram’s final arrow back to the bin. Use separate sentences for groups of stages and connect them with precise sequencing language, such as “Once sorted” and “The resulting material is then used to manufacture…”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “compressing into blocks,” “crushing,” “washing,” “plastic pellets” and “raw material,” which allows the reader to recognise much of the sequence. However, the range is limited and several choices are inaccurate or unclear, such as “garbage box,” “garbage venhicle” and “alter shape.” Spelling errors, including “completeing” and “venhicle,” also reduce clarity. Some product descriptions are imprecise: “boys shirts” does not accurately express the diagram’s T-shirt. Build a more precise set of process terms and use standard labels such as “recycling bin,” “collection truck,” “sort” and “manufacture” to describe the stages and outputs.

Grammatical Range and Accuracy: Band 4.5

The response attempts to show sequence and cause with phrases such as “after the crushing” and “after completeing the raw material process,” but sentence structures are very limited and frequently faulty. The opening sequence, “collecting the plastic bottles in the into the garbage box the put it,” lacks a clear grammatical structure, and the long first paragraph joins many actions without reliable sentence boundaries. There are also problems with verb forms and agreement, as in “they made from using it” and “the next recycle process start again.” These errors often make relationships between actions difficult to understand. Practise writing short, complete passive sentences for process stages, then combine them carefully using accurate clauses and punctuation.

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