Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-02
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)
To build your own water clock, follow these detailed steps that outline the materials needed.
Step one, take the first plastic bottle and cut it in half. The bottom half will serve as the reservoir for the water, while the top half will be inverted to create the clock mechanism.
In the second step, the bottom half of the first bottle, make a small hole near the bottom. This hole will allow water to flow out at a controlled rate. If using tubing, insert it into the hole to direct the water flow.
Thrildy, place the inverted top half of the first bottle into the bottom half. Ensure that the neck of the top half is above the water level in the bottom half. This setup will allow water to flow from the top half into the bottom half.
Use the ruler and marker to measure and mark intervals on the side of the bottom bottle. These marks will help you track the amount of water collected over time, which correlates to the passage of time.
Moreover, fill the top half of the bottle with water. Ensure that the water level is above the hole to allow for a steady flow.
Final step,Start the stopwatch as soon as you fill the top half. Observe how long it takes for the water to reach each marked interval in the bottom half. Adjust the size of the hole if necessary to achieve a consistent flow rate.
Conclusion:
By complying with these instructions, you will be well on your way to creating a functional timekeeping device that is not only a practical tool but also a conversation starter about the history of timekeeping methods.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 3.5
The response fails to appropriately address the visual data provided. Instead of describing the actual process diagram of building a water clock from a plastic bottle, stand, straw, and tap, the student describes a different, generalised procedure involving cutting a bottle in half, using tubing, and mentioning a stopwatch. Because the text does not accurately report the specific features, components, and stages illustrated in the prompt (such as the upper and lower bottles, the straw overflow, and the calibration steps shown in the visual), the response falls significantly short of task requirements.
Coherence and Cohesion: Band 6.0
The text demonstrates a coherent overall arrangement with a clear sequence of steps from beginning to end. Paragraphing is used sufficiently to break down the procedural instructions. Cohesive devices are employed to guide the reader through the steps, such as 'Step one', 'In the second step', and 'Thrildy'. However, referencing and transitions are at times mechanical or slightly flawed, as seen in the awkward transitional phrase 'Moreover,' and the unconventional spelling and integration of 'Thrildy', which affects the smooth progression of ideas.
Lexical Resource: Band 6.0
An adequate range of vocabulary is deployed for the task, with appropriate general terms like 'reservoir', 'mechanism', 'interval', and 'stopwatch'. However, there are notable word choice and spelling inaccuracies, such as the misspelled transition 'Thrildy' and phrases that do not fully align with the visual data. While attempts are made to use less common vocabulary, these slips prevent the lexical score from rising higher, though meaning is generally communicated without severe impedance.
Grammatical Range and Accuracy: Band 6.0
The text exhibits a mix of simple and complex sentence forms, utilizing imperative structures suitable for instructions ('take the first plastic bottle', 'Ensure that the water level...'). There are some errors in grammar and punctuation, such as missing articles ('In the second step, the bottom half...') and fragmented sentence structures ('Final step,Start the stopwatch...'). These errors persist throughout the text, but they rarely impede overall communication or obscure the intended meaning of the individual instructions.
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