Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-01

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 5.5)

The provided process diagram gives infirmation on the process for macking a water clock. Looking from an overall perspective, it is evident that it is a man-made, linear process, which consists of three main stages started with tap on and ended with the production of clock.

To commence with, tap water is pored into a plastic bottle, which is connected to a stand by the tape. Subsequently, cover the hole of bottle with finger. Then the bottle is filled to overflow, and a straw is connected with it by glue. The level of water will being remained constant due to the help of this straw.

On the paradoxical side, when the reached to straw finger is pushed away from the hole. Consequently, the it is dropped into the lower bottle. Then the levels are checked per minute by neck cut off. Finally, the process is repeated for the timing things.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially by outlining the main steps in the diagram, such as filling the bottle, controlling the water level with a straw, and draining it into a lower container. However, some parts of the process are under-developed or described with mechanical rigidity, and the overview provided is somewhat basic, lacking a fully clear and comprehensive summary of the entire mechanism. The writer identifies the linear nature of the process and mentions the start and end points, but key details regarding the interaction between the upper and lower bottles, such as the calibration lines, are only partially or awkwardly explained. To reach a higher standard, the response would need to present a more fully developed account of all visual information with a clearer overall progression and more thorough selection of key features.

Coherence and Cohesion: Band 5.5

The report demonstrates some organisation, dividing the narrative into an introduction and subsequent paragraphs reflecting the stages of the diagram. However, there is no clear overall progression, and the logical flow is occasionally disrupted by confusing phrasing, such as the abrupt transition in the final paragraph starting with 'On the paradoxical side'. Cohesive devices are used, but they are sometimes mechanical or inaccurate, and referencing between sentences is occasionally unclear, making it difficult to follow which part of the apparatus is being referred to. Paragraphing is present, but internal cohesion requires better management. To improve, the writer should ensure that ideas follow a natural, logical sequence with smoother and more accurate transitional phrases to link the steps of the process together seamlessly.

Lexical Resource: Band 5.0

The vocabulary used is limited but minimally adequate to describe the basic actions in the diagram. There are noticeable errors in word choice, spelling, and word form, such as 'infirmation' instead of information, 'macking' instead of making, 'pored' instead of poured, and awkward phrasing like 'timing things'. These lexical shortcomings and spelling mistakes cause some difficulty for the reader and impede the precision of the report. The writer attempts some less common vocabulary related to the process, but lack of control leads to unnatural collocations. To achieve a higher score, a wider and more accurate range of vocabulary should be deployed with correct spelling, precise technical terms relevant to a process diagram, and appropriate word forms.

Grammatical Range and Accuracy: Band 5.0

The text displays a limited range of grammatical structures, relying heavily on simple sentences alongside attempts at complex forms that are frequently faulty. There are frequent errors in verb forms, prepositions within grammatical patterns, and voice, such as 'which consists of three main stages started with' and 'when the reached to straw finger is pushed away'. Additionally, awkward passive and active constructions, like 'the it is dropped into the lower bottle', disrupt the clarity of the writing and cause difficulty for the reader. To progress to a higher band, the writer must demonstrate better control over complex sentence structures, ensure correct subject-verb agreement, improve the accuracy of verb tenses and voices used in process descriptions, and eliminate frequent grammatical errors.

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