Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-11-01
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 how fabric is manufactured from bamboo plant.It includes how plant harvest and atep by step fabric is manufactured.
Overall, it is noticeable that firstly, the plant is grown in the season of grown and in the next season of autumn the process of harvest is begin and the least step is sewing a shirt.
It is evident that, in the soring season the plant named bamboo is grows and in the autumn farmers harvest it, then it cut into strips, then add water and amine oxide after that separate the long fibers from liquid.After that crushes the strips and makes yam and then weave to make fabric and at the last sewing a shirt by this fabric.
A closer looks reveals that there is large a difference in the first and the last step. The final result is obtain by cutting the strips and making th yam.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify the topic and include several relevant stages, such as planting, harvesting, cutting, fibre processing, spinning and weaving. However, the account only partially reports the process because the sequence is repeatedly inaccurate: the diagram crushes the strips before filtering, then softens the fibres with water and amine oxide, whereas your response places the additive before separation and crushing. You also describe sewing a shirt as the final step, but the diagram shows finished clothing items without specifying sewing. The overview is unclear and includes the inaccurate phrase “season of grown”; it should summarise the progression from planting to finished garments and the main processing stages. A more complete, accurately ordered account would make the key features clearer and better developed.
Coherence and Cohesion: Band 5.0
The response has an opening, an overview, and two further paragraphs, and you use basic sequencing expressions such as “then” and “after that” to connect stages. This gives the reader some sense of a process. However, the overall progression is difficult to follow because the stages are not presented in the diagram’s order, and the final paragraph introduces a “difference” between the first and last steps without explaining what is being compared. Linking words are repetitive and sometimes do not clarify the relationship between steps. Organise the body in the exact sequence shown, using clear paragraphing for cultivation and processing, and use a concise overview that previews the start and end of the process.
Lexical Resource: Band 5.0
You use some task-related vocabulary, including “harvest,” “strips,” “fibers,” “liquid,” “weave,” and “fabric,” so the reader can recognise the general subject. However, the range is limited and several word choices or forms make the description unclear, including “atep,” “yam” for yarn, “soring,” and “the season of grown.” Phrases such as “the least step” and “a large a difference” are also not natural ways to describe a process diagram. Aim for precise process vocabulary and check spelling and collocations. For example, describe the final stage as producing clothing, rather than claiming that a shirt is sewn, and use “the final stage” instead of “the least step.”
Grammatical Range and Accuracy: Band 5.0
You attempt both simple statements and longer sequences joined with “then” and “after that,” but the range is limited and errors occur frequently. Subject–verb agreement and verb forms are problematic in “The diagram illustrate,” “the plant … is grows,” and “the process of harvest is begin.” Articles and sentence construction also need attention, as in “then it cut into strips,” while punctuation is often missing after full stops and commas, causing several stages to run together. These errors sometimes make the intended sequence difficult to understand. Practise accurate present-simple passive forms for process descriptions, such as “the bamboo is harvested” and “the strips are crushed,” and separate each stage into a complete, correctly punctuated sentence.
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