Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-17

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 illustrate the clear picture how fabric is manufactured from bamboo. It depends on nine steps which can help us from starting planting process to the end.

Overall, This diagram talks about how fabric is manufactured by following these steps like plant bamboo plants, harvest , cut into strips, soften fibres, filter, crush, spin, weave, and at the end fabric is made through this process how it linked with seasons.

According to this diagram we can see at first farmer plant bamboo plants in spring after that a person how is holding a lard knif wearing long shoes and hate are harvesting bamboo trees to continue the process, then by the help of cutter machine cut into strips, after that process crush strips in to liquid pulp, and than filter which means separate long fibres from liquid. Add amine oxide and water in softn fibres.Moreover, to make yarn need to spin , on eight point weave to make fabric and then at the end fabric is made with the help of following of all these whole process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as having nine stages and include several key steps, from planting and harvesting to spinning and weaving. You also mention the seasonal timing of planting and harvesting, which is relevant. However, the overview is not fully accurate: it says fabric is made at the end, but the diagram’s final stage shows finished clothing items. The overview also lists the stages out of sequence, placing softening before filtering and crushing, which weakens the summary of the process. Some details, such as the farmer’s clothing and tool, take space without explaining the main transformations. To improve, give a concise overview of the sequence and distinguish the final clothing stage from fabric production.

Coherence and Cohesion: Band 5.5

The response has an opening, an overview, and a process description, and it generally moves from the beginning of production towards the end. Sequencing phrases such as “at first,” “after that,” and “at the end” help the reader follow the stages. However, the overview lists steps in an order that conflicts with the later account, and the long final paragraph packs many stages into one sentence. Some links are awkward or unclear, for example, “Add amine oxide and water in softn fibres” and “on eight point weave.” Use separate sentences for the main phases and check that the overview follows the same order as the detailed description.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvesting,” “strips,” “liquid pulp,” “fibres,” “spin,” and “weave,” so the reader can recognise many stages. However, the range is limited and several word choices or spellings make the description less clear, such as “lard knif,” “hate,” “softn,” and “cutter machine.” Phrases like “clear picture” and “following of all these whole process” are also unnatural for an academic process summary. Aim for precise, conventional terms: for example, “a cutting machine,” “soften the fibres,” and “the process concludes with clothing being made.” Avoid unnecessary visual details unless they clarify a stage.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the response uses sequencing clauses to describe the stages. However, grammatical errors are frequent and sometimes make relationships between steps difficult to understand. Examples include “The diagram illustrate,” “farmer plant,” and “a person how is holding,” where agreement or clause structure is faulty. Articles and prepositions are also often missing or incorrect, as in “in softn fibres” and “on eight point weave.” Several sentences run together, particularly the final one, and punctuation does not consistently separate ideas. Practise accurate present-simple descriptions, such as “The farmer plants bamboo in spring,” and divide the process into shorter sentences with one or two stages each.

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

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