Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-11-06

IELTS Writing Task 1 question

The diagram below shows the process for making a water clock.

Write a report for a university lecturer describing the information below.

HOW TO BUILD YOUR OWN WATER CLOCK

Student answer (Band 5.5)

The diagram represents how can we build our own time clock.At the top we can see a tap from which the water is dripping into a plastic bottle from which a straw is drawing out that is fixed with the help of glue.The bottle itself is fixed with a stand using tape.Another hole can be seen at the bottom of the bottle from which the water is flowing into another water bottle whose neck is cut.

The process is explained by following steps from 1 to 7 .Step 1 states tap should be on followed by step 2 that is to cover the hole with finger so that the water doesn't flow out.Further step 3 is to fill the bottle to top and then let it level in step 4.The next step is to move the finger away so the water starts dripping into the cut bottle from which the readings are calculated per minute.In the last step the bottle is emptied and process is repeated for timing accurately.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main apparatus and most of the numbered sequence, including the tap, the two bottles, the straw, and the final emptying and repetition. The description of the upper bottle being attached to a stand with tape and the lower bottle having its neck cut off is relevant. However, some important details are unclear or inaccurate: the straw is an overflow drain, not something that draws water out, and the diagram shows the lower bottle being marked with calibration lines. The stages “level constant” and “levels per minute” are also not explained precisely; clarify that the water is allowed to reach a constant level before the finger is removed, and that the marks indicate levels per minute. A clearer overview of how the apparatus works would make the report more complete.

Coherence and Cohesion: Band 6.0

The information follows a generally logical order: you first describe the equipment and then explain the numbered stages. Sequencing phrases such as “Step 1,” “followed by,” “Further,” and “In the last step” help the reader track the process. However, the response is presented as one continuous paragraph, and some links between ideas feel mechanical or unclear. For example, “The next step is to move the finger away so the water starts dripping into the cut bottle from which the readings are calculated per minute” combines several actions and results in one sentence. Separate the equipment description from the process, and use clearer transitions to distinguish preparation, water flow, and timing. This would make the progression easier to follow.

Lexical Resource: Band 5.5

You use a relevant range of process vocabulary, including “tap,” “straw,” “stand,” “hole,” “dripping,” and “readings,” so the reader can identify the main components and actions. Some choices, however, are imprecise or awkward for describing the diagram. “Time clock” is not the usual term for this device, and saying the straw is “drawing out” water misrepresents its function as an overflow drain. Phrases such as “fill the bottle to top” and “another water bottle” are also less precise than the task requires. Aim for accurate technical descriptions and natural collocations, such as “fill the upper bottle to the brim” and “the lower bottle.” This would improve precision without requiring unusually advanced vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including relative clauses such as “from which the water is flowing” and purpose/result clauses such as “so that the water doesn't flow out.” The sequence is generally understandable, but some sentence structures and forms are inaccurate. For example, “represents how can we build” uses incorrect word order in an indirect question; write “shows how we can build.” There are also missing articles or prepositions in “fill the bottle to top,” and the opening sentences run together without spaces after full stops. The long sentence beginning “The next step is to move the finger away” would benefit from being divided. More careful control of sentence boundaries and basic grammatical patterns would make the report clearer.

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