Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-03

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)

In the given figure we could see a diagram labeled as HOW TO BUILD YOUR OWN WATER CLOCK in seven steps.

In the very initial step the tap is turned on and water starts to flow in the plastic bottle which is attached to the stand by a tape and a straw is also attached to the bottle by doing a hole in it.

We can see a hole at the base of the bottle and in second step we have to cover the hole with the finger to stop the leakage of water from it.

The water has attained a constant level in step four and in step five it is advised to remove the finger away from hole and let the water flow in the plastic bottle (neck cut off)

There are levels marked in the plastic bottle and in the sixth step the levels per minute are measured with a marker.

In the last and coclusion step the bottle is emptied and the process is repeated for timing things or to get a desired timing.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to describe the process of making a water clock, but it fails to provide a clear overall summary of the stages involved. The description tends to focus on fragmented steps rather than presenting a fully developed account of the entire diagram. While some relevant information is included, such as mentioning the tap, the plastic bottles, and the calibration levels, the ideas remain limited and under-developed. Important features of the process, such as the overall function of the overflow straw or the relationship between the upper and lower containers, are either missed or described too simplistically. To reach a higher level, the response needs to present a clearer overview of the entire process and extend the supporting details for each step more thoroughly.

Coherence and Cohesion: Band 5.5

The text demonstrates some organization by moving through the steps of the diagram, but it lacks a clear overall progression. Paragraphing is weak, with single-sentence paragraphs used excessively rather than grouping related ideas together into coherent blocks. Cohesive devices are minimal, relying heavily on basic sequential transitions like 'In the very initial step' and 'in the second step'. There is also a lack of smooth referencing between sentences, which makes the flow mechanical and disjointed. To improve in this criterion, the writer should use a wider variety of cohesive markers, avoid single-sentence paragraphs, and ensure that ideas are linked logically to guide the reader seamlessly through the process.

Lexical Resource: Band 5.5

The vocabulary used is adequate for a basic description, but it remains somewhat limited and repetitive. The writer attempts some less common vocabulary, such as 'attained a constant level' and 'coclusion step', but these attempts are accompanied by word choice and spelling inaccuracies, such as misspelling 'conclusion'. Phrases like 'by doing a hole in it' show unnatural collocation and a lack of precision. To achieve a higher score, the student needs to expand their range of functional vocabulary to describe processes, employ more precise scientific or technical terms relevant to diagrams, and eliminate spelling and collocation errors that occasionally hinder natural expression.

Grammatical Range and Accuracy: Band 5.5

The response shows a limited range of grammatical structures, relying mostly on simple sentences or awkward compound structures. There are frequent errors in grammar and punctuation, particularly with prepositions and articles, such as 'attached to the stand by a tape' instead of 'with tape', and 'remove the finger away from hole' instead of 'from the hole'. Punctuation is also neglected, as several sentences run together or lack proper terminal punctuation. Attempts at complex sentence forms are often faulty. To improve, the writer should practice using a wider variety of complex structures accurately, pay closer attention to article use and prepositions within grammatical patterns, and refine punctuation to make sentences clearer.

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