Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The process diagram illustrates the manufacturing steps it takes to make fabric from bamboo.

There are total 8 steps from raw bamboo to final weaving and making fabric, and then that fabric is used to stitch apparel, denim and Hoisery Items. The process starts with raw bamboo plants prepration in spring season.

The harvsting starts in Automn season when bamboo plants are ripped, which is then brought to the production line where, in the first step it get cut into the strips.After its cutting, strips are brought to crushing section to make liquid pulp. Later that step, it gets filtered to extract long fibers from liquid. The filtered material get water and amine oxide addition in it to make fiber delicate. After which spinning operation takes place to make yarns. Then this yarn goes into weaving step to make fabric which will be used for stiching further articles.

Fabric may be used to make articles as per requirement that may include shirts and hoisery items.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially by outlining the main steps in the bamboo fabric manufacturing process, such as harvesting in autumn and cutting into strips. However, some parts of the overview and details are limited and under-developed, while others contain minor inaccuracies regarding the visual data, such as mentioning denim or specific apparel items not explicitly detailed in the final step. The overall summary is basic and lacks a fully developed, extended description of the cyclical or sequential flow, which keeps the response at this level. To reach a higher standard, the writer should ensure all key stages are clearly reported without introducing outside assumptions and provide a more comprehensive overview of the entire process.

Coherence and Cohesion: Band 5.5

There is some organisation evident in how the writer attempts to follow the chronological steps of the diagram, beginning with the spring preparation and moving through harvesting and processing. However, there is no clear overall progression or effective paragraphing, as the text is clumped together into brief blocks without a smooth flow of ideas. Cohesive devices are used mechanically and sometimes inaccurately, such as abrupt transitions between sentences ('Later that step, it gets filtered...'). Referencing is also occasionally unclear. To improve Coherence and Cohesion, the writer needs to group related stages into well-defined paragraphs and use a wider, more natural range of logical connectors to guide the reader seamlessly through the sequence.

Lexical Resource: Band 5.5

The student uses a limited but minimally adequate range of vocabulary suitable for describing a simple process, attempting terms such as 'manufacturing', 'extraction', and 'soften'. However, there are noticeable spelling and word choice errors throughout the text, including 'prepration', 'harvsting', 'Automn', 'ripped' instead of 'ripe', 'Hoisery', and 'stiching'. These lexical errors and awkward collocations cause some difficulty for the reader and reveal an inconsistent control of less common vocabulary. To achieve a higher band, the writer must expand their control of process-related terminology and eliminate spelling mistakes through careful proofreading.

Grammatical Range and Accuracy: Band 5.5

The response displays a limited range of grammatical structures, relying mostly on simple sentences alongside basic attempts at complex forms. Frequent errors are present in articles, prepositions, and verb forms, such as 'There are total 8 steps', 'it get cut into the strips', 'The filtered material get water and amine oxide addition', and 'strip are brought'. These persistent errors frequently disrupt the flow of reading, though the general meaning remains partially accessible. To progress further, the writer needs to improve sentence variety by incorporating accurate complex structures and pay closer attention to subject-verb agreement, passive voice constructions, and article usage.

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