Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-10-02

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 picture displays the process of manufacturing of fabric from the bamboo. It also demonstrate the steps which are taking for the making of fabric.

Overall, it consite of nine major steps the main key is plant bamboo which are planted in spring. Then these plants harvest in specfic season besides this the cutting of trees are take places. After the more steps finally the fabric is made.

The first step is planting the bamboo plant in spring and these plants are harvest in autumn season. Besides this these plants are passes though the cutting process futhermore, cut strips of these plants are crush in order to make liquid.

Then filteration of liquid is take place the long fibres are separate from liquid and the soften fibres by adding of water and amine oxide. The making of spin take place for manufuring of yarn and weave is used to make fabric therefore, the fabric is made.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response presents an overview of the process of manufacturing fabric from bamboo, but the coverage is partial and lacks precise sequencing of the stages. While the student mentions the nine major steps and touches upon planting, harvesting, cutting, crushing, filtering, softening, spinning, and weaving, the details are underdeveloped and repetitive. For example, sentences such as 'After the more steps finally the fabric is made' lack clarity and fail to fully report the progression shown in the diagram. To reach a higher level, the response needs to trace the sequence more accurately and give a clearer, more fully developed summary of the key stages without omitting important chemical or mechanical actions depicted in the source chart.

Coherence and Cohesion: Band 5.5

There is some basic organisation into paragraphs, and the writer attempts to use transitional devices such as 'Overall', 'Then', and 'Besides this'. However, the logical progression is frequently disrupted by awkward transitions and repetitive sentence patterns. For instance, the transition 'Besides this these plants are passes though the cutting process futhermore' creates confusion rather than smooth progression. Referencing is also unclear in places, such as when pronouns are used ambiguously. To improve cohesion, the writer needs to use a wider range of cohesive devices more accurately and ensure that ideas flow logically from one stage of the manufacturing process to the next without mechanical repetition.

Lexical Resource: Band 5.5

The vocabulary used is limited and repetitive, though it is minimally adequate to convey the basic topic of bamboo fabric manufacturing. The student attempts less common vocabulary items, such as 'manufacturing', 'filteration', and 'amine oxide', but these attempts are marred by word choice errors, incorrect word forms, and spelling mistakes (e.g., 'consite' instead of 'consists', 'specfic' instead of 'specific', 'futhermore' instead of 'furthermore', and 'manufuring' instead of 'manufacturing'). These errors occasionally impede communication. To achieve a higher score, the writer must expand their lexical range, demonstrate more precise control over word forms, and eliminate basic spelling inaccuracies.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, relying heavily on simple sentence structures and basic verb forms. Attempts at more complex structures or passive voice are frequently faulty, leading to frequent errors in agreement, articles, prepositions, and verb tenses. Examples of these errors include 'are taking for the making', 'these plants harvest', 'cutting of trees are take places', and 'making of spin take place'. These frequent errors cause considerable difficulty for the reader and distort meaning in several places. To improve, the student needs to develop a wider variety of complex sentence structures and improve basic control over subject-verb agreement, active and passive voice constructions, and accurate prepositions.

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