Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The diagrammatic representation delineates the process of installing personal water clock.

Considering from an overall perspective, it can be apparently observed that, the process consist of 7 consecutive steps, starts with turning on the tap and culminates with repeating the process for timing things.

To begin with, first step is turning on the water tap which further field in the plastic bottle which have to hang with the help of stand and tape. In the next step, we have to cover the hole with finger that will be make in the down part of bottle. After that, we have to make a hole at top of the bottle to attach a straw with glue, so the bottle cannot get full and it came out from the straw because to make the level of water constant.

Furthermore, after completion of this, remove the finger away from the hole, so the droplet of water came down to another bottle which has neck cut off, so the droplet directly came into another below bottle and we have to mark on the bottle that tells the time per minute as per the level of water. Hence, the water clock is ready and for reuse we have to empty the bottle and repeat the same process.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all stages of the process, from the initial setup to the final operation. The overview is clear, identifying the seven-step nature of the process. However, the description of the technical steps is occasionally imprecise. For example, the explanation of the straw's function to keep the water level constant is slightly confusing in its phrasing. While the main features are highlighted, the response would benefit from more precise technical vocabulary to describe the mechanics of the water clock, such as 'overflow mechanism' or 'graduated scale'. Overall, the response successfully conveys the sequence of events required to build the device.

Coherence and Cohesion — Band 6.0

The response is logically organized, with a clear introduction, body paragraphs, and a concluding step. The use of cohesive devices such as 'To begin with', 'Furthermore', and 'Hence' helps guide the reader through the process. However, some transitions feel slightly mechanical, and the paragraphing could be more balanced. The flow of information is generally smooth, though the connection between the straw mechanism and the water level could be more explicitly linked to ensure the reader fully understands the purpose of each component. The referencing is generally clear, and the progression of steps is easy to follow.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks precision. Phrases like 'turning on the water tap' and 'remove the finger away' are functional but basic. There are some awkward collocations, such as 'further field in the plastic bottle' (likely meant 'fill') and 'down part of bottle'. The student attempts to describe technical aspects but lacks the specific terminology to do so fluently. To reach a higher band, the student should incorporate more precise verbs and nouns related to technical processes, such as 'inlet', 'aperture', 'calibrated', and 'constant flow'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors, particularly with verb tenses and article usage (e.g., 'the process consist of', 'the droplet directly came into another below bottle'). Some sentences are slightly disjointed, such as 'so the bottle cannot get full and it came out from the straw because to make the level of water constant'. These errors do not impede communication, but they do indicate a need for better control over sentence construction and subject-verb agreement.

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