Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-10-05

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 outline the stages involved how bamboo plant is used to manufacture fabric.

Overall, there are several steps involved in making fabric. starting from plant bamboo, harvest, cut into strips, filtering, cursh strips, spin and finally ends with weave to make fabric.

In intial stage plant the bamboo plants in spring season. Next after the trees grown harvest them in the season of autumn besides that cut them into strips using large cuttting machine. After that combine water and amine oxide to soften fibres for getting liquid form from bamboos.

At that stage filter them to seperate long fibres from liquid thats make liquid and bamboos get seperated moreover the bamboo strips which are seperated that can be crush under the machine until to make liquid pulp. Then with th help of liquid do spinning process to make yarn and finally using the yarn fabricate the weave to make fabric for the production. A finally make the clothes by using fabric and produce to all containers.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to cover the main steps in the bamboo manufacturing process, but the information is presented with some confusion regarding the sequence. For example, the student writes, 'filtering, cursh strips, spin and finally ends with weave,' but in the actual diagram crushing comes before filtering, and the order of several middle stages is mixed up. While there is an attempt at an overview, the ideas remain limited and under-developed, and parts of the process are described inaccurately. To reach a higher level, the response needs to accurately report the sequence of all stages without scrambling the order of steps and provide a clearer, more precise overview of how the raw material transforms into the final product.

Coherence and Cohesion: Band 5.5

The text shows some organisation with basic paragraphing, but there is no clear overall progression due to the confused sequencing of the process stages. Cohesive devices are used mechanically and repetitively, such as the frequent use of 'Next,' 'After that,' and 'Then.' Additionally, referencing and logical flow break down between sentences, making it difficult for the reader to follow the exact progression from one stage of the diagram to the next. To improve, the student should employ a wider and more accurate range of transition words to link steps logically and ensure that the sequence of ideas matches the chronological order of the visual data.

Lexical Resource: Band 5.0

The vocabulary used is quite limited and repetitive, which restricts the quality of the response. The student relies heavily on basic words and terms lifted directly from the prompt, such as 'bamboo plant,' 'fabric,' and 'strips.' There are also noticeable word-form and spelling errors throughout the text, including 'cursh' instead of crush, 'intial' instead of initial, and 'seperate' instead of separate. Furthermore, inappropriate word choices and collocations, such as 'fabricate the weave,' cause some difficulty for the reader. To achieve a higher band score, the writer must incorporate a wider range of less common vocabulary and demonstrate better control over spelling and word formation.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of sentence structures, consisting mostly of simple sentences and faulty attempts at complex ones. There are frequent grammatical errors throughout the text, including missing verbs, incorrect verb tenses, and flawed sentence construction, such as 'The process diagram outline' instead of outlines, and 'after the trees grown harvest them' instead of after the trees have grown, harvest them. Punctuation and article usage are also problematic, which causes frequent disruption for the reader. To improve, the student needs to work on basic sentence architecture, ensure proper subject-verb agreement, and reduce the frequency of structural errors by using dependable grammatical patterns.

See this exact question answered at other band scores. The same prompt compared across bands.

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