Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-08-11

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 4.0)

The graph shows that.How you build your own water clock.There are many stages to build the water clock.First they build a pipe to get water.Then they use a plastic material on the the hole surface. And they get a small hole on the upper surface . Then they use a glue to attached a plastic and the water drop down on the plastic bottle. the bottle use the measures line . There are many strategies to build your own water clock .

Such as tap on the water.Second cover hole with finger.Third fill top bottle to overflow.Fourth the bottle level constant.Fifth bottle fingure away from hole.

Sixeth the bottle level check per minute.Seventh the bottle level empty and repet process for timing things.This is the process how to build our people on your own water clock.Because the water has flow on and save own on the plastic bottle.

This is the strategies to build the water clock.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to describe the process of building a water clock, but it fails to provide a clear, logical overview. The description is fragmented and lacks the necessary detail to explain the mechanism effectively. While the student identifies some stages, the instructions are confusing and do not accurately reflect the technical nature of the diagram. The response lacks a proper introduction and a clear summary of the process, which are essential for an Academic Task 1 report. The information provided is disjointed, making it difficult for the reader to follow the steps required to construct the device.

Coherence and Cohesion — Band 4.0

The text lacks logical progression. While there is an attempt to use sequencing words like 'First', 'Second', and 'Third', the overall structure is disjointed. Paragraphing is absent, and the sentences are often short and choppy, which prevents the development of a cohesive flow. The use of cohesive devices is mechanical and often inaccurate, such as the abrupt transition between the initial description and the list of steps. The lack of clear paragraph breaks makes the text difficult to navigate, and the referencing is frequently unclear, leading to a confusing reading experience.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive. The student relies on basic terms like 'build', 'plastic', and 'bottle' throughout the response. There is little evidence of the technical or descriptive vocabulary required to explain a process (e.g., 'aperture', 'calibration', 'inflow', 'constant'). Errors in word choice, such as 'attached a plastic' instead of 'attach the plastic' or 'bottle fingure away' instead of 'remove finger', are frequent and sometimes impede clarity. The range is insufficient to convey the process with any degree of precision or academic tone.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is very limited, consisting mostly of simple, error-prone sentences. There are frequent errors in basic grammar, including subject-verb agreement ('the bottle use the measures line'), article usage ('on the the hole surface'), and sentence structure ('The graph shows that.How you build...'). Punctuation is also problematic, with periods used incorrectly within sentences. There is no attempt at complex sentence structures, and the high frequency of errors often makes the meaning unclear. The writing lacks the control necessary to communicate the process accurately.

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