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)

The diagram illustrates the process of making and using a simple water clock, which measures time by observing the amount of water flow from one container to another.

Overall, this process consists on seven stages, beginning the filling water falling from upper container with water, ending with emptying the lower container and repeating the process. In addition, flow of water droplets from minor hole into the plastic bottle.

First, tap turned on to allow water to enter the upper bottle. The hole of plastic bottle is initially coverd with finger. The bottle fill top until it reaches the overflow, at the point water is kept constant that the flow remain constant. After that the finger is removed from the hole, allowing water to flow through the straw into the small hole.

Moreover, the water continous to drip into the plastic bottle calledd neck cut off. This bottle is replaced to underneaths. As th water collects aits level gradually increases. This level is measured at daily bases, Such as every minute to calculate the passage of time. Finally,

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response partially addresses the task by describing the main process of building and using a water clock, but some stages are under-developed or inaccurately described. For instance, the overview mentions seven stages but fails to clearly synthesise how the entire apparatus functions together as a timing device. Additionally, details regarding the overflow and calibration are somewhat confused and incomplete, as seen in phrases like 'flow remain constant' and measurements taken 'at daily bases'. While the student attempts to present an overview and cover the sequence from filling to emptying, the explanation lacks the clarity and full development required for a higher band. To improve, you should ensure every step of the diagram is clearly explained in a logical order, providing a stronger, more cohesive summary of the overall mechanism in the introduction.

Coherence and Cohesion: Band 5.5

The response shows some organisation with an attempt at an overall structure, but there is no clear overall progression throughout the text. Cohesive devices are frequently inaccurate, mechanical, or awkward, such as 'In addition, flow of water droplets...' and 'Moreover, the water continous...'. Paragraphing is attempted, but the final paragraph breaks off abruptly and fails to bring the report to a coherent close. Referencing is also occasionally unclear, making it hard for the reader to follow which container is being referred to at certain points. To achieve a higher band, you need to use cohesive devices more naturally and maintain a logical flow from one stage of the diagram to the next, ensuring each paragraph builds smoothly upon the previous one and concludes properly.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate for the task. The student attempts some less common vocabulary related to the process, such as 'overflow', 'calibration', and 'container', but there are noticeable errors in word choice, word form, and spelling, such as 'coverd', 'continous', 'calledd neck cut off', and 'underneaths'. These lexical slips and awkward collocations cause some difficulty for the reader. To improve your lexical score, focus on using precise technical terms related to diagrams and processes accurately, and pay close attention to spelling and word forms. Developing a broader range of functional verbs and nouns to describe physical actions and changes would also help lift your writing.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of grammatical structures, relying mostly on simple sentences, and attempts at complex structures are often faulty. There are frequent grammatical errors throughout the text, including issues with passive and active voice ('this process consists on', 'the hole of plastic bottle is initially coverd'), missing articles ('tap turned on', 'fill top'), and preposition usage. These frequent errors can cause difficulty for the reader and obscure the precise mechanics of the process. To improve, you need to work on sentence variety, ensuring that complex structures are formed accurately and that basic grammar rules—such as subject-verb agreement, correct tense usage for process descriptions, and article placement—are consistently applied.

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