Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-09-30

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 4.0)

Today i am going to exlpain ho can we build our own water clock.

In the initally step also show in the figure we have to turn on the tap by rhe covering the whole with our finger.After that in the next step we have to fill the bottle to overflow level,further that we have to level the constant,when it is done we have to remove the finger from the bottle.at the next stage we have to lebel the lower jars by marking level on it like per minute.Npw its time for observing the clock is working perfectly,after all the steps we have to empty and repeat the same process again for the better and acuurate and fine result.

By doing the same procedure and following all the steps we successfully make a perfect water clock, which we can use it for time cheaking and also for more applicatioms as well.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The student attempts to describe the process of making a water clock as shown in the diagram. However, the response adopts an inappropriate personal and informal tone, addressing the reader directly ('Today i am going to exlpain ho can we build') rather than writing an objective academic report. Furthermore, the description of the stages is overly brief, relies heavily on conversational phrasing, and misses key structural details of the apparatus, such as the plastic bottles, stand, straw, and tap. While it attempts to cover the sequence from tapping water to repeating the process, the ideas are under-developed and lack the formal synthesis required for Academic Task 1.

Coherence and Cohesion: Band 4.0

The text suffers from severe organizational and structural issues. The entire response is essentially written as two long, run-on sentences without appropriate paragraphing for an academic report. Cohesive devices are either misused or absent, resulting in a string of clauses connected by commas (e.g., 'After that in the next step we have to fill the bottle to overflow level,further that we have to level the constant,when it is done we have to remove the finger'). Paragraph progression is unclear, and the mechanical linking impedes smooth reading and logical flow.

Lexical Resource: Band 4.0

The vocabulary is very basic, repetitive, and plagued by spelling and word-choice errors. Examples include 'exlpain', 'initally', 'rhe', 'whole' (used instead of hole), 'lebel', 'Npw', 'acuurate', 'cheaking', and 'applicatioms'. The student lacks the appropriate functional and domain-specific vocabulary to describe a technical process (e.g., apparatus, funnel, calibrate, overflow, vertical stand). The frequent lexical errors cause significant strain for the reader and prevent precise communication of the visual data.

Grammatical Range and Accuracy: Band 4.0

Grammatical control is weak throughout the text. The response features persistent punctuation errors, missing capitalization, and fundamental sentence structure issues, such as comma splices and run-on sentences ('when it is done we have to remove the finger from the bottle.at the next stage we have to lebel...'). Complex structures are rarely attempted accurately, and simple sentence forms are often marred by basic errors in subject-verb agreement and preposition usage. Errors occur with high frequency and frequently impede readability.

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