Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-09-22
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 5.0)
The diagram illustrates the procedure from which fabric is produced by bamboo.
Overall, bamboo fabric is made by numerous steps (9). It is beginning from plant harvesting and ending with producing final fabric. It involves the both chemical and mechanical procedures.
By looking the diagram, bamboo fabric is manufactured from bamboo. Firstly plants bamboo are planted in spring after that they are harvested in step two. Furthermore, these plants cut into strips with machine in step 3. These strips are changes into soften fibres by adding water and amine oxide, then they are filtered to separate long fibres from liquid. Strips are crushed to make liquid pulp, in addition, these pulps are spinning to make yam and now change into weaven to make fabric and finally bamboo fabric which are planted by bamboo plants are ready to produce the fabric and in the last fabric is cut and make different clothes ready to wear.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.5
The response covers all the main steps in the diagram, beginning with planting bamboo in spring and concluding with the production of clothing items. However, the sequence of the steps is somewhat confused in the body paragraph; for instance, filtering and crushing are mentioned out of order compared to the visual diagram (steps 4, 5, and 6). There is an attempt at an overview, stating that there are nine steps and that the process involves both chemical and mechanical procedures, which successfully highlights key features. While the progression is generally traceable, greater precision in following the precise numbered sequence of the diagram would improve task fulfillment. The response satisfies the minimum word count requirement.
Coherence and Cohesion — Band 5.0
The essay is organized into an introduction, an overview, and a body paragraph. However, the body paragraph contains a dense block of text with multiple sequential steps crammed together without appropriate paragraph breaks or clear cohesive signposting, making it difficult to follow the flow of the process. While some cohesive devices are used, such as 'Firstly', 'after that', 'furthermore', and 'finally', their application is mechanical and sometimes inaccurate, resulting in a lack of smooth logical progression. Referencing and pronoun use are also weak, particularly towards the end of the text where the relationships between clauses become convoluted.
Lexical Resource — Band 5.0
The vocabulary used is relatively basic and repetitive, with frequent inaccuracies in word choice and collocation. Examples include phrases like 'procedure from which fabric is produced by bamboo' instead of 'process by which fabric is produced from bamboo', and 'yam' instead of 'yarn'. The writer attempts some less common vocabulary items related to the process, such as 'harvest', 'crushed', 'soften', and 'amine oxide', but errors in form—such as 'changes into soften fibres' instead of 'softened' or 'turned into soft fibres'—limit lexical precision. Spelling and word formation errors occasionally cause confusion for the reader.
Grammatical Range and Accuracy — Band 4.5
The response exhibits a very limited range of grammatical structures. Most sentences are simple or attempt complex forms that result in significant errors, such as passive voice misuse ('plants bamboo are planted') and incorrect verb forms ('pulps are spinning to make yam and now change into weaven'). Punctuation is basic, and frequent grammatical errors impede communication in several places, particularly in the longer, run-on sentences in the second half of the essay. Control over verb tenses and word classes (nouns versus verbs or adjectives) remains weak throughout.
See this exact question answered at other band scores — the same prompt compared across bands.
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