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 diagram illustrates the whole process of making shirts and socks from the bamboo fabric. It shows from the initial stage, when the bamboo get planted to making of cloths.

Overall, the diagram shows every single steps needed to make the bamboo cloths from the raw bamboo. It tells about the every initial steps taken, in plantation of bamboo and which season is required for this. Also how it is harvested, what other process are included ti make up the new cloths out of it.

Firstly, the bamboo is planted in the season of spring. It is then harvested by the farmers in Autumn, when the plant is grown enough. Harvested bamboo is then sent to the cutter, where it got cut into little strips. They are cutted from the middle. After, it is turned into strips. The strips are passed for crushing, it is done to make the bamboo strips into a liquid pulp.

The liquid pulp is then proceed for filtering, where the long fibres of bamboo are seperated from the liquid pulp. Water and amine oxide are then mixed with it to soften the fibre. The soften fibre is then sent for the spining process where the fibre get spin into a round yarn. In next step, the fabric is produced by weaving the yarn ball, and at last the weave fabric is turned into a wearable clothings.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the task by outlining the stages of the bamboo manufacturing process from planting to the final products such as shirts and socks. However, the information is presented with noticeable repetition, particularly in the introduction and overview where the same concepts are restated without adding new data. While key stages such as harvesting, cutting into strips, crushing into liquid pulp, filtering, softening, spinning, and weaving are mentioned, some details are slightly inaccurate or confusingly phrased, such as stating that strips are "cutted from the middle." The overview provides a general summary of the steps involved, but the overall development of ideas remains somewhat limited and repetitive, preventing the response from reaching a higher level.

Coherence and Cohesion: Band 5.5

The response has an overall structure with paragraphs dedicated to the introduction, overview, and sequential steps of the process. Cohesive devices such as "Firstly," "It is then," and "After" are used to guide the reader through the stages of the diagram. However, the progression is occasionally hindered by repetitive phrasing and awkward transitions between sentences. For example, sentences within the body paragraphs sometimes start abruptly or lack smooth referencing, such as the sudden shift from discussing the strips to "After, it is turned into strips." Paragraphing is attempted, but the logical flow and organisation of information display mechanical patterns and occasional lapses in clarity.

Lexical Resource: Band 5.5

The student uses a minimally adequate range of vocabulary suitable for describing a simple manufacturing process, including terms like "harvested," "strips," "liquid pulp," "fibres," and "weaving." However, there are noticeable lexical errors and awkward word choices, such as "cloths" instead of "clothes" or "fabric," "got planted" instead of "are planted," and "cutted" instead of "cut." Less common lexical items are attempted, but inaccuracies in word form and collocation occasionally emerge. While communication is generally maintained, the frequency of these lexical slips restricts the score to this level.

Grammatical Range and Accuracy: Band 5.0

The writing relies on a limited range of sentence structures, primarily simple sentences and basic active or passive constructions. Attempts at complex sentences are frequently marred by grammatical errors, such as subject-verb agreement issues ("when the bamboo get planted") and incorrect verb forms ("when the plant is grown enough" instead of "fully grown"). There are also frequent errors in articles, prepositions, and tense consistency. These persistent structural inaccuracies and frequent errors cause some difficulty for the reader and reflect a limited command of grammatical range and accuracy.

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