Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-30

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)

Bambo is one of the greatest discovery in life, and one th emost popular plants that human tried and still wanting to minifacture in our old and modren life by turning it to many different objects or clothes that could make our life a lil bit easier.

the first step of turning bambo into fabric is to plant the seed of it in the spring which is the perfect season for it and after that we wait until autumn to harvest it by hand or by big machines then we put them in a cutting borad to turn them into strips after that we crush it to make liquid pulp with the curshed strips we put them on a filter to separate long fibers from liquid these goes directly to water mixed with amine oxide to soften them we leave them for a bit then we spin them to make yarn that dirctly goes and turned into fabric that could turn into clothes of different kind and to compare the usage of fabric in diffrent kind of clothes pants and t-shirts consume more fabric then let's say socks and gloves.

This is the procuss of turning bamboo into clothes by using these nine steps.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence from planting in spring through harvesting, processing the fibres, spinning yarn and producing fabric, and you mention the nine-step process. However, the response only partially fulfils the task because it does not give a clear, accurate overview of the stages as a whole. Some details are unsupported or inaccurate: the diagram shows bamboo being planted, not seeds specifically; it does not say harvesting is by hand or machine, or that the strips are placed on a cutting board. The comparison about pants, socks and gloves consuming different amounts of fabric is not shown. Focus on the diagram’s actual stages, including the final clothing step, and avoid adding assumptions.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and sequencing phrases such as “the first step,” “after that” and “then” help the reader follow the process. However, almost all the information is placed in one very long sentence, followed by a brief concluding sentence. This makes the progression difficult to track, and connectors are repeated rather mechanically. Some references, such as “these” and “them,” are also unclear because the reader must infer whether they refer to strips, pulp or fibres. Organise the response into a short introduction and overview, followed by clearly separated processing stages, and use full stops and more varied linking expressions.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvest,” “strips,” “liquid pulp,” “filter,” “fibers,” “amine oxide,” “spin” and “yarn.” This gives the reader a basic understanding of the manufacturing stages. However, the range is limited and several spelling errors or imprecise choices make the account less clear, for example “Bambo,” “minifacture,” “curshed” and “dirctly.” Phrases such as “cutting borad” and “turning it to many different objects” are not natural or precise for this task. Use accurate process terms and check spelling carefully; prefer concise, formal descriptions over conversational wording such as “a lil bit easier.”

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect several stages using clauses, but the sentence structures are often faulty or incomplete, and there is little variety beyond a long chain joined by “and,” “after that” and “then.” For example, “these goes directly to water mixed with amine oxide” has a subject–verb agreement problem and an unclear grammatical relationship between the fibres and the solution. In “that dirctly goes and turned into fabric,” the verb forms do not fit together. Missing sentence boundaries and inconsistent capitalisation also affect accuracy. Use shorter sentences with one or two stages each, check subject–verb agreement and verb forms, and punctuate each complete idea clearly.

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

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