Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-21

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)

I Will Require two plastic bottles, glue, tape ,straw,tape water, and iron stand in order to build my own water clock. one bottle should be cut off from above side. Second bottle should have hole in bottum. straw should not be leaking. tape will be used in process in order to tie above bottle, with hole, to iron stand. First of all I will open the tap water, while keeping control over the water falling in plastic bottle. and while bottle is filling with water, i will cover the hole with my finger. i will try my best to keep the level of water constant. I will remove my finger from hole when will bottle start overflowing. I will close the tape water. Now record levels per minute. Make a table for three to four levels. Empty both plastic bottles. Repeat process for taking more readings. make the Table and Record Readings.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to adopt the appropriate tone and register for an Academic Task 1 report. Instead of providing an objective, descriptive overview of the process, the student uses the first-person perspective ('I will require', 'I will open'), which is inappropriate for this task. Furthermore, the response reads more like a set of personal instructions or a recipe rather than a formal description of a scientific process. While the steps are mentioned, the lack of an overview and the failure to describe the diagram objectively significantly limit the achievement of the task requirements. To improve, focus on describing the stages of the process using passive voice and formal, impersonal language.

Coherence and Cohesion — Band 5.0

The response lacks logical paragraphing, appearing as a single block of text. While there is a chronological sequence to the steps, the transition between ideas is often abrupt and mechanical. The use of cohesive devices is very limited, relying on simple sequencing words like 'First of all' and 'Now'. There is a lack of sophisticated linking, which makes the text feel disjointed. To improve, group related steps into distinct paragraphs (e.g., preparation, assembly, and operation) and use a wider variety of cohesive devices to connect sentences and ideas more fluidly.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive, often relying on simple, everyday terms. There are several instances of awkward phrasing, such as 'above side' instead of 'top' and 'tape water' instead of 'tap water'. The range of vocabulary is insufficient to describe a technical process with precision. The student struggles to use precise terminology related to the diagram, such as 'aperture' or 'reservoir'. To improve, focus on learning technical vocabulary related to processes and diagrams, and work on using more precise nouns and verbs to describe the equipment and actions involved.

Grammatical Range and Accuracy — Band 5.0

The grammar is characterized by frequent errors in sentence structure, article usage, and punctuation. Many sentences are fragmented or lack necessary articles (e.g., 'with hole', 'make the Table'). The reliance on simple sentence structures is evident, and there is a lack of complex grammatical forms. The frequent misuse of 'tape' for 'tap' and the inconsistent capitalization further detract from the clarity of the writing. To improve, focus on mastering the use of articles, subject-verb agreement, and the construction of complex sentences using relative clauses or passive voice, which is essential for process descriptions.

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