Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-09-01
IELTS Writing Task 1 question
The diagram below shows how fabric is manufactured from bamboo.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Student answer (Band 5.5)
The diagram illustrates that how fabric is made by bamboo, which has nine several types of sequences.
Overall, it is clear that this diagram consist 9 different stages. In the beginning , we can see that plant bamboo plants is the first stage of this process. By the end of this process, it illustrate that a shock and shirt that's made from the bamboo fabrics.
At first, farmers plants bamboo trees, which perfect time of planting in Spring. Secondly, farmers harvests tress in Autumn carefully becuase of bad whether issues. Thirdly, cut into the strips is the another important process, which play a important role in the process. Fourthly, crush strips uses to make liquid plup due to the next phase comes.
Additionally, filtering is the most important part of this process on account of separate long fibres from liquid. Subsequently, soften fibres works to add water and amine oxide, which help to make yarn. After that, spin makes yarn, which looks like a thick roop. After completing spin, weave works to make fabric, which indicates the final version of bamboo fabrick is coming. Finally, a shocks and a shirts are created by bamboo.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers all stages of the bamboo manufacturing process, from planting to the final product. The overview identifies the nine stages, which is a good start. However, the description of the process is somewhat mechanical and lacks a clear summary of the transformation from raw material to finished product. While the main features are reported, the explanation of the chemical and mechanical steps (such as the use of amine oxide) is slightly simplistic. To reach a higher band, ensure that the relationship between the stages is explained more fluently rather than just listing them sequentially.
Coherence and Cohesion — Band 6.0
The response is organised into logical paragraphs, and the progression of ideas follows the chronological order of the diagram. The use of sequencing words like 'At first', 'Secondly', 'Thirdly', and 'Additionally' provides a clear structure. However, some of the cohesive devices are used mechanically, and there are instances where the connection between sentences feels slightly disjointed. For example, the transition between the 'filtering' stage and the 'soften fibres' stage could be smoother. Overall, the paragraphing is sufficient, and the information is easy to follow despite some minor awkwardness in phrasing.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task, but it is somewhat repetitive and occasionally imprecise. Words like 'things' or 'works' are used where more specific technical verbs would be appropriate. There are also several spelling errors, such as 'plup' (pulp), 'roop' (rope), 'fabrick' (fabric), and 'shocks' (socks). While the student attempts to use process-related vocabulary like 'filtering', 'fibres', and 'liquid', the range is limited. To improve, the student should focus on using more precise terminology related to industrial processes and ensure accurate spelling of key terms.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Common issues include subject-verb agreement ('farmers plants', 'diagram consist'), incorrect verb forms ('farmers harvests', 'crush strips uses'), and awkward phrasing ('the perfect time of planting in Spring'). Punctuation is also inconsistent, particularly with comma usage. While these errors do not completely impede communication, they are frequent enough to lower the score. Increasing the variety of error-free complex sentences and focusing on basic subject-verb agreement would significantly improve the quality of the writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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