Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-01
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 5.0)
The diagram illustrates the process of, how bamboo generate fabric ?
It is evident that the first step to push the bamboo plants in spring season than do harvesting after that we need to cut into strips and crush strips to make liquid pulp. Moving toward to next step we need to sperate long fibres from liquid to fliter it and than add water and amine oxide for make it soften fibres . when soften fibres generate than need to produce yam by spin and convert into weave and form a fabric clothes. This cycle is not easily just because bamboo take so much time to build a strong bamboo plant .
Overall, The steps to create fabric is very long flexible and take so much time but this process is good to manufactured new fabric clothes .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response only partially addresses the task requirements. While it attempts to outline the stages of bamboo fabric manufacturing, the information is presented in a limited and under-developed manner. Key steps from the diagram, such as harvesting in autumn and weaving the yarn, are mentioned superficially, but the explanation is heavily obscured by language errors and imprecise reporting. Furthermore, the response fails to meet the minimum word length requirement of 150 words, falling short at 138 words. To reach a higher band, the writer would need to ensure all stages of the process are fully reported, make clearer comparisons or transitions between steps, and meet the word count requirement.
Coherence and Cohesion: Band 6.0
The text displays some overall organization with a distinct introduction and a concluding sentence, giving it a coherent overall arrangement. However, the progression of ideas is frequently disrupted by mechanical and faulty cohesive devices, such as 'Moving toward to next step' and 'than add water'. Paragraphing is attempted, but the links between sentences and clauses are often awkward or repetitive. Referencing is also unclear in places, making it difficult for the reader to follow the exact sequence of the manufacturing process smoothly. To improve cohesion, the writer should use a wider variety of accurate transition signals and ensure logical flow between the sequence of steps without relying on repetitive connectors.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task. The writer attempts some less common terms related to the process, such as 'amine oxide' and 'liquid pulp', but these are accompanied by noticeable errors in word choice, form, and collocation, such as 'generate fabric', 'sperate', and 'fliter it'. Spelling and word-form errors, including 'yam' instead of 'yarn' and 'manufactured' instead of 'manufacture', are present and occasionally cause difficulty for the reader. To achieve a higher score, the student must expand their range of vocabulary and exercise greater accuracy in word formation, spelling, and collocation when describing technical processes.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is very limited, relying heavily on basic sentence structures, and attempts at complex sentences are frequently faulty. There are persistent errors in verb forms, tenses, subject-verb agreement, and prepositions, such as 'how bamboo generate fabric ?', 'to push the bamboo plants', and 'for make it soften fibres'. Punctuation is also inaccurate, featuring unnecessary spaces before question marks and periods. The high frequency of grammatical errors often strains the reader and impedes clear communication. To improve, the student needs to develop better control over basic sentence construction, avoid run-on sentences, and eliminate frequent errors in verb tenses and prepositions.
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