Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-07-31

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 diagram explains the steps for creating your own mater clock.

Overall, this process contains 7 different stages for the production. The main parts needed for this are. Tap, plastic container, stand and a plastic bottle with neck cut of.

Initially, we assemble all the parts neede in tis process. Further collecting all the main components, attach the plastic container and a plastic bottle without neck with the stand by the help of tape or glue. Then insert a straw in the container and secure it with a glue. Mark a hole under the container thus the water drops fall into the plastic bottle afterwards put the stand under the tap with running water.

After that the process of water lock took place by following these stages firstly, turn the tap on and put the stand under it next, cove the hole we did under the upper container while filling it with the running tap water on the level of the straw otherwise the extra quantity of water drops down from the straw after leveling off the water put your finger away and put your finger away and wait until it turns empty and repat it for timming process.

In summary, the report shows all the main points for the production of the water lock with all the main components.

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 a clear, logical flow. While the key components are mentioned, the explanation of the actual mechanism (how the water clock functions) is confusing and difficult to follow. The overview is present but lacks clarity regarding the overall purpose of the device. To improve, ensure that each step of the process is described in a logical, chronological order and that the relationship between the components is clearly explained to the reader.

Coherence and Cohesion — Band 6.0

The essay is divided into paragraphs, which is a positive feature. However, the use of cohesive devices is often mechanical or inaccurate, such as the repetitive use of 'then' and 'after that'. The progression of ideas is sometimes hindered by awkward phrasing, making it difficult for the reader to follow the sequence of the process. Referencing is occasionally unclear, and the transition between the assembly phase and the operational phase could be smoother. Improving the variety of linking words and ensuring clear logical progression would significantly enhance the coherence of the report.

Lexical Resource — Band 6.0

The vocabulary is generally adequate for the task but remains quite basic and repetitive. There are several spelling errors (e.g., 'mater', 'neede', 'tis', 'repat', 'timming') and some awkward word choices, such as 'extra quantity of water drops down'. While the student attempts to use technical terms related to the diagram, the overall range is limited. To reach a higher band, the student should focus on using more precise terminology for process descriptions and ensure accurate spelling of key terms.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors throughout. Issues include missing articles (e.g., 'with the help of tape'), incorrect verb forms, and punctuation errors. Some sentences are run-on or lack proper structure, which occasionally impedes clarity. For example, the phrase 'put your finger away and put your finger away' is repetitive and grammatically awkward. Focusing on sentence construction and proofreading for basic subject-verb agreement and article usage would help improve the accuracy of the writing.

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