Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-09-07

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 given process chart demonstrates in numerous stages making water clock. It using a plastic bottle, straw, glue and second bottle with its neck removed.

First of all, a plastic bottle is attached securely to a stand using tape. Moreover, a small hole is made in the bottom of the bottle with finger covering it. The top of the bottle is filled with water until it reaches of overflow. The straw is placed through the bottle and fixed position with glue, the water to flow out at a constant level.

In additionally, once the water ready the finger is removed from the hole, causing water flow into a second plastic bottle, whose neck has cut off. it is cut off such as levels per minute. Lastly, the lower bottle is emptied and the whole process repeat for different periods of timing.

Overall, the process consists of seven stages, beginning with preparing and securing upper bottle and ending with emptying the beaker and repeating the whole process to measure periods of time.

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 measurement. However, the description is somewhat mechanical and lacks a clear overview of the mechanism's purpose. While the steps are identified, the explanation of how the water clock actually functions—specifically the relationship between the straw, the hole, and the measurement—is slightly unclear. For example, the phrase 'it is cut off such as levels per minute' is confusing and does not accurately describe the calibration process. To reach a higher band, ensure that the relationship between the components is explained with greater clarity and precision, providing a more cohesive summary of the entire system.

Coherence and Cohesion — Band 6.0

The response is organized into logical paragraphs, which helps the reader follow the sequence of the process. Cohesive devices such as 'First of all', 'Moreover', 'In additionally', and 'Lastly' are used to signal the progression of steps. However, some transitions are slightly awkward or grammatically incorrect, such as 'In additionally', which should be 'Additionally'. The referencing is generally clear, though the flow between sentences could be improved by using a wider variety of linking words rather than relying on simple sequence markers. Overall, the paragraphing is appropriate for a process description.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks sophistication. The student uses basic terms like 'making', 'put', and 'cut off'. There are some inaccuracies in word choice, such as 'reaches of overflow' (should be 'reaches the point of overflow') and 'periods of timing' (should be 'time intervals'). While the terminology related to the process is generally understandable, the range is limited. To improve, the student should incorporate more precise technical vocabulary related to measurement and fluid dynamics to demonstrate a higher level of lexical control.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede the flow. Examples include 'It using a plastic bottle' (should be 'It uses'), 'whose neck has cut off' (should be 'whose neck has been cut off'), and 'the whole process repeat' (should be 'the whole process repeats'). Punctuation is generally functional, but the misuse of articles and verb forms is noticeable throughout. While the meaning remains clear, the frequency of these errors prevents the writing from achieving a higher band score. More attention to subject-verb agreement and passive voice construction is needed.

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