Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-05

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 5.0)

The picture depicts the procedure of making a water clock.

Proper steps should be followed to get an authentic result.

The first step for building the system is to tap on the water by rotating the knob of tap. In the second step, cover the hole with your finger so that water will not leak from the bottle. Our third step is to fill the bottle with water and wait till water overflows. Try to note it with caution that the level of water should remain constant. In forth step, move your finger away from the hole of the bottle. Now, the water will start dripping from the bottle. This is the time when you start the stopwatch to observe the time. Note the time carefully and repeat the process after emptying the bottle to the check accuracy of your readings. It is compulsory to follow the proper steps to maintain the accuracy of the results.

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 cover all parts of the visual information adequately. While some stages from the diagram are mentioned, the explanation tends to lapse into giving direct instructions ('cover the hole', 'Try to note it') rather than maintaining an objective, third-person report style appropriate for an academic context. Furthermore, key components of the apparatus shown in the source material, such as the upper and lower bottles, the straw overflow, and the wooden stand, are insufficiently described. To move to a higher band, the response must fully present a clear overview of the process and accurately report all stages of the diagram using an academic tone rather than instructional language.

Coherence and Cohesion: Band 5.0

The text demonstrates some overall organisation by following the sequence of stages numerically presented in the diagram. However, there is a lack of clear progression and smooth transitions between sentences. The writer relies heavily on basic sequencing devices such as 'The first step' and 'In the second step', which can feel mechanical. Additionally, the response consists of a single large block of text or poorly structured paragraphs rather than a well-organised report with a distinct introduction and overview. To achieve a higher score, the writing needs more sophisticated cohesive devices, better referencing across sentences, and appropriate paragraphing that clearly separates the introduction from the main body stages.

Lexical Resource: Band 5.5

The lexical range is limited but minimally adequate to convey basic actions related to the diagram. The student uses standard vocabulary such as 'procedure', 'water', and 'accuracy', but often resorts to repetitive or basic phrasing ('tap on the water', 'fill the bottle with water'). There are some awkward collocations and word choices, such as 'tap on the water by rotating the knob of tap' and 'to the check accuracy', which reflect a restricted vocabulary. To reach a higher band, the response should incorporate a wider range of less common lexical items, precise scientific or technical vocabulary related to the process, and demonstrate better control over word formation and collocations without relying on repetitive terms.

Grammatical Range and Accuracy: Band 5.5

The writer uses a limited range of sentence structures, relying primarily on simple sentences and direct imperatives ('cover the hole', 'Try to note it'). When attempting more complex constructions, errors become more noticeable. There are several grammatical inaccuracies, including missing or incorrect articles ('to tap on the water', 'to the check accuracy'), awkward preposition usage, and punctuation slips. Although the meaning is generally decipherable, frequent errors in basic sentence patterns and grammatical forms constrain the score. To improve, the student should incorporate a wider variety of complex sentence structures, ensure accurate subject-verb agreement, and exercise better control over articles and prepositions.

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