Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-07-25

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 6.0)

The rendered process chart illustrates the procedure for making a water cloack

overall, it is apparent from the chart that , it include seven sequential steps. First step is to on the tap and process culminates by empty the container nd repeat the process for timing things.it is a contionous process.

At first glance, to built your own water clock firstly individual have to set up system after setting up the system . Intial step to open the tap after opening the tap water drops contineously fall in the bottle in the ending of the bottle there is a small hole. In second step individual have toh cover the hole with finger for blocking water droplets. In Third stage, individual have toh insert a straw in upper portion ,and fill top bottle to overflow straw will assit water to draw out.

In fourth stage, water level remain constant than me slide our finger away from the hole so the water droplet fall in second container . In sixth stage , we measure the level of water per minute This guide us to know about time after this step water clock is build In final stage, empty the bottle nd repeat the process for timing things.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the process, but the description is somewhat disjointed and lacks clarity in explaining the mechanical function of the water clock. While the overview attempts to summarize the process, it is poorly phrased and contains grammatical errors that obscure the meaning. The steps are listed, but the logical flow between the physical actions (blocking the hole, inserting the straw, measuring the water) is not clearly articulated for a university-level report. To improve, ensure that the relationship between the components is explained more precisely, focusing on how the mechanism actually functions to measure time.

Coherence and Cohesion — Band 6.0

The essay is divided into paragraphs, which helps the overall structure. However, the use of cohesive devices is often mechanical or inaccurate, such as the repetitive use of 'In [ordinal] stage'. There are issues with punctuation, particularly the erratic use of commas and spacing, which disrupts the flow of information. The transition between sentences is often abrupt, making the progression of the process feel disjointed. To reach a higher band, you should use a wider variety of linking words and ensure that your punctuation supports the logical connection between your ideas rather than hindering it.

Lexical Resource — Band 6.0

The vocabulary is somewhat limited and repetitive, relying on basic verbs like 'set up', 'open', and 'fill'. There are several spelling errors, such as 'cloack', 'contionous', and 'assit', which indicate a lack of attention to detail. Additionally, word choice is occasionally imprecise, such as 'timing things' or 'guide us to know about time'. While the vocabulary is sufficient to convey the basic steps of the process, it lacks the precision and academic tone expected for a report. Expanding your range of technical verbs and improving spelling accuracy will significantly enhance your score.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that affect readability. There are consistent issues with subject-verb agreement (e.g., 'water level remain constant'), article usage, and sentence structure (e.g., 'than me slide our finger'). Many sentences are fragmented or run-on, and the misuse of prepositions is common. While you attempt some complex structures, they are often faulty, leading to a lack of clarity. To improve, focus on mastering basic sentence construction, ensuring that subjects and verbs agree, and proofreading for common errors like missing articles and incorrect verb forms.

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