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 given diagram illustrates the step by step procedure to building a water clock.

Building your own water clock needs some gadgets such as a water null fixed at certain height, a stand fixed with two plastic bottles, an straw, a tape, bottle at the top should have a small hole at bottom, and lower bottle with neck cut off should have marking of minutes with marker.

There are multiple stages to build your own water clock, such as firstly, you need to tap on to allow the water to flow into the bottle, then cover the hole with finger that water should not be allowed to flow from upper bottle's bottom hole. Furthermore, fill the top bottle to over flow the water.

Moreover, Now make the level of water equal through removing your finger from bottom of the bottle. Additionally check the level per minute and repeat this procedure till for timing things.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While it attempts to describe the process of building and operating a water clock, the information is mechanically recounted rather than effectively synthesised. Some key stages and mechanical details from the visual data are missing or inadequately developed, such as the specific role of the horizontal straw acting as an overflow drain and the setup of the stand. The description relies heavily on lifting or mirroring the raw stage prompts (e.g., 'tap on', 'cover hole with finger') without sufficient expansion or smooth integration into a cohesive report. Consequently, the position and progression of ideas feel somewhat limited and under-developed, preventing the response from achieving a higher band.

Coherence and Cohesion: Band 6.0

The response exhibits some organisation with an overall coherent arrangement, but the progression of ideas is occasionally disjointed. Basic cohesive devices are used to sequence the stages, such as 'firstly', 'then', 'Furthermore', and 'Moreover'. However, some of these connectors are repetitive or slightly mechanical in their placement, particularly at the beginning of sentences (e.g., 'Moreover, Now make...'). Paragraphing is also somewhat fragmented, as the text is broken into short, choppy sentences rather than structured into well-developed paragraphs that group the preparation phase and the operational stages logically together. Referencing is generally clear, but the lack of varied and sophisticated transitional phrases holds the text back from demonstrating a more fluid logical organisation.

Lexical Resource: Band 5.0

The vocabulary used is limited but minimally adequate for the task. The student attempts to use some less common vocabulary related to the process, such as 'procedure', 'calibrated', or apparatus descriptions, but encounters noticeable errors in word choice, collocation, and word form (e.g., writing 'water null' instead of tap, 'an straw' instead of a straw, and 'over flow' as two words). There are also awkward phrasings like 'gadgets' to describe simple laboratory or household items. These lexical inaccuracies and non-standard collocations cause occasional difficulty for the reader, although the core meaning of a step-by-step process remains just about decipherable throughout the report.

Grammatical Range and Accuracy: Band 5.0

The student displays a limited range of grammatical structures, relying primarily on simple sentences and basic imperative forms. Attempts at more complex sentences are often faulty or marred by frequent errors, particularly regarding prepositions, articles, and clause structures (e.g., 'procedure to building' instead of procedure for building, missing articles in 'with marker', and incorrect prepositions such as 'through removing' instead of by removing). Punctuation and verb agreement are also shaky, with frequent errors that cause some difficulty for the reader. To reach a higher level, the writer needs to incorporate a wider variety of error-free complex sentence forms, paying closer attention to article usage and prepositional patterns.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.