Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram illustrates that how to build your own water clock.So,basically this is a university lecture which shows that how to build a clock from bottle.

First of all, I open the tap so the water is flow down into the bottle. Secondly it touches the bottom of the bottle. There is a hole at the bottom which covers by finger.Then we filled the bottle for overflow and then we keep the level constant of the water.

Then we remove our finger from the bottom of the bottle,then water flows down from the hole. So there is a plastic bottle below the hole and the water collected in the bottle below. So,because of small hole water flows down slowly,the plastic bottle below show the levels per minute of the water.

Basically, it shows the time. So, when the upper bottle is empty then we repeat the process for timing things.If a person wants more time he filled the water bottle again and again for his needs.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process, but it fails to provide a clear, objective overview of the mechanism. The description is overly simplistic and relies on informal language (e.g., 'So, basically this is a university lecture'). It fails to clearly identify the key stages of the process, such as the initial setup, the calibration, and the measurement phase. The explanation of how the clock actually functions is confusing and lacks the technical precision required for an Academic Task 1 report. The response reads more like a casual narrative than a formal description of a scientific diagram.

Coherence and Cohesion — Band 5.0

The response is organized into paragraphs, but the progression of ideas is disjointed. While some linking words are used (e.g., 'First of all', 'Secondly', 'Then'), they are often used mechanically or incorrectly. The referencing is sometimes unclear, such as in the phrase 'the plastic bottle below show the levels', which makes it difficult for the reader to follow the sequence of the process. The overall structure lacks a logical flow that would guide the reader through the stages of the diagram effectively.

Lexical Resource — Band 5.0

The vocabulary is very limited and repetitive, relying on basic words like 'bottle', 'water', 'hole', and 'flow'. There is little attempt to use academic or technical vocabulary appropriate for describing a process or a scientific diagram. Phrases like 'timing things' and 'for his needs' are too informal and imprecise. The lack of variety in word choice prevents the student from describing the mechanism with the necessary clarity and detail expected at higher band levels.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement ('water is flow', 'bottle below show'), incorrect verb tenses, and awkward sentence structures ('the diagram illustrates that how to build'). The use of punctuation is also inconsistent, with missing spaces after commas and periods. The range of grammatical structures is very limited, consisting mostly of simple sentences. Complex structures are either absent or attempted with significant errors, which prevents the writing from reaching a higher level of accuracy.

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