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)

Dear Sir,

In this report I will be explaining the complete proces from start till end on how to build a water clock in reference to the diagram.

The diagram illustrates on the procedure to build a water clock. In total there are seven steps on how to completely build a water clock.

Initially, an empty bottle is placed and the water starts dripping into the bottle, simaltenously, we need to place a finger on the cover hole to avoid leakage.

Next step is to fill the bottle completely so that it overflows.

Once overflowing starts, the water should reach the glue level and straw level as indicated in the diagram.

Then we remove the finger from the hole covered and let the water drain in the plastic bottle which has a neck cut off to ensure water is dripping.

Lastly, we calculate the levels per minute to identify how much time it had taken to fill up the empty plastic bottle and we repeat the overall process to monitor timing process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task by describing the process of building a water clock, but it does so only partially. While it outlines the sequence of steps, some parts of the process are under-developed or inaccurately described. For instance, the introduction adopts an inappropriate personal letter format ("Dear Sir, In this report I will be explaining..."), which does not fit the formal academic register required for Task 1. Furthermore, the description of the apparatus and specific mechanical details—such as the positioning of the upper bottle, the stand, and the overflow straw—is largely missed. To reach a higher band, the writer needs to eliminate informal opening conventions, ensure all key features of the visual data are covered accurately, and maintain an objective, academic tone throughout.

Coherence and Cohesion: Band 5.5

The essay demonstrates some overall organisation, but the progression of ideas is inconsistent and cohesive devices are sometimes mechanical or inadequate. Paragraphing is attempted, but the paragraphs are very short and choppy, consisting mostly of single sentences that fail to develop a cohesive flow. Referencing is also occasionally unclear; for example, phrases like "let the water drain in the plastic bottle which has a neck cut off" lack smooth integration with preceding sentences. While basic connectors like "Initially", "Next step", and "Lastly" are used, they are somewhat repetitive and fail to create a seamless, sophisticated progression. To improve, the writer should group related steps into cohesive paragraph blocks and use a wider variety of transitional phrases naturally.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to convey the basic steps of the process. There are noticeable lexical errors and awkward word choices, such as "simaltenously" (spelling error) and "cover hole" instead of covering the hole with a finger. The range of vocabulary is restricted, and attempts to use less common terminology are sometimes inaccurate or awkward. To achieve a higher band, the writer must expand their lexical repertoire with precise technical terms relevant to processes and diagrams (such as "apparatus", "reservoir", "calibrate", and "drainage"), while eliminating spelling mistakes and inappropriate word collocations that occasionally impede smooth reading.

Grammatical Range and Accuracy: Band 5.5

The text displays a limited range of sentence structures, and attempts at complex sentences are frequently faulty or awkward, such as "The diagram illustrates on the procedure to build a water clock" (incorrect preposition) and "how much time it had taken to fill up the empty plastic bottle". There are frequent grammatical errors involving prepositions, articles, and verb tenses, which reflect limited control over grammatical patterns. Although these errors do not completely obscure the overall meaning, they cause strain for the reader. To move up, the writer needs to incorporate a wider variety of error-free complex structures, pay closer attention to verb-tense consistency, and refine prepositions associated with visual descriptions.

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