Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-12

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 provided diagram illustrate the different step of making a water clock

Overall, water tower is contain seven step, university lecturer describing the total information about how to make own water clock in home, office, university and any other places.

The process is begins with the assembling of all the materials. Initially with putting stand under the null and two plastic bottle, first bottle hange on the stand with tape and on the upper side a small hole on bottle and then putting straw on the hole. and under the first bottle another bottle put an stand the bottle cut the upper side making bottle into plastic basket.

After completing the clock put under the tap and turn on. fill the first bottle putting the finger on hole after filling the bottle remove the finger then all the water move into lower plastic bottle by drops after filling the lower bottle remove all the water and process are start begins .

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process, but it fails to clearly outline the sequential steps of the water clock construction. The overview is confusing and does not accurately summarize the main stages of the diagram. The description of the process is fragmented and lacks the necessary detail to explain how the clock actually functions. Several parts of the diagram are misinterpreted or described in a way that is difficult to follow, such as the mention of 'putting the finger on the hole'. The response lacks a clear, logical progression of the steps involved, which is essential for a process description task.

Coherence and Cohesion — Band 5.0

The response is organized into paragraphs, but the internal structure is weak. The use of cohesive devices is limited and often misused, such as the repetitive use of 'and' to connect long, run-on sentences. There is a lack of logical flow between the steps, making it difficult for the reader to follow the sequence of the process. Referencing is often unclear, particularly when describing the bottles and their positions. The transition between the preparation phase and the operational phase is abrupt and lacks a clear logical link.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive. There are frequent errors in word choice and collocation, such as 'hange' (hang), 'null' (likely meant nozzle or tap), and 'process are start begins'. The student relies on basic, functional language that does not demonstrate the ability to describe technical processes precisely. There is no attempt to use more sophisticated or academic vocabulary appropriate for a university-level report. The errors in word formation and spelling are noticeable and occasionally make the intended meaning unclear.

Grammatical Range and Accuracy — Band 5.0

The grammatical control is weak, with frequent errors in sentence structure, verb tense, and subject-verb agreement. For example, 'The provided diagram illustrate' should be 'illustrates', and 'water tower is contain' is grammatically incorrect. Many sentences are run-on or fragmented, lacking proper punctuation. There is a lack of complex sentence structures, and the simple sentences used often contain errors. These persistent errors in basic grammar and punctuation frequently impede the clarity of the description, making it difficult to understand the technical steps being explained.

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