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)

Given figure shows the process of making water clock.

In that picture there is stand on which water bottle is tapped at the superior end of the stand.At the bottom of the stand there is one plastic bottle without neck is placed.whole stand was put under water tap.

initially, turn on the tap water and cover the bottel's hole with finger which is tapped at the upper end of stand. fill the bottle till it gets overflow.Extra water from that bottle will come out from the straw which is stick at the bottle by glue. Once that constant level get achieved take the finger away from that hole.then measure the level of water fills in minute in the bottle at the bottom. that is the time we can measure in a minute called as the water clock. You can repeat the whole process to get proper time. that whole process is the water clock it is easy to create.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting an account of the diagram that lacks a clear overall overview of the process. While the student attempts to describe the setup and the sequential steps of making a water clock, the information is somewhat mechanical and limited. Key stages shown in the diagram, such as the specific calibration and overflow mechanisms, are under-developed or described with confusing phrasing, leading to a restricted coverage of the prompt. To move to a higher level, the writer needs to provide a clear introductory overview outlining the main stages of the process and ensure all parts of the diagram are fully and clearly explained without losing the reader in convoluted descriptions.

Coherence and Cohesion: Band 5.0

There is some basic organisation in the response, but it lacks a clear overall progression throughout the text. The structuring of paragraphs is erratic; the main body is lumped into a single block of text that mixes apparatus description with procedural steps, making it difficult to follow the logical flow. Cohesive devices are used in a very limited and repetitive way, with frequent reliance on basic sequencing words like 'initially' or phrases like 'once that constant level get achieved' without smooth transitions. Paragraphing is not used sufficiently to separate the description of the equipment from the instructions of the process itself, which detracts from the overall readability and cohesion of the report.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for describing the process. The student demonstrates basic control over standard terms, but relies heavily on repetitive phrasing and simplistic words, such as 'bottle', 'stand', and 'process'. There are noticeable errors in word choice and collocation, for example, using 'tapped at the superior end' instead of attached or positioned, and 'stick at the bottle' instead of fixed or glued. Spelling and word-form errors, such as 'bottel' and 'get achieved', appear in the text, although they do not entirely impede communication. To improve, the student should incorporate a wider range of less common lexical items and precise functional verbs related to technical processes.

Grammatical Range and Accuracy: Band 5.0

The response exhibits a very limited range of sentence structures, relying primarily on simple sentences and basic coordination. Attempts at complex structures are frequently faulty, leading to awkward phrasing and grammatical inaccuracies. There are frequent errors in verb tenses, subject-verb agreement, and articles throughout the text, such as 'Given figure shows' instead of 'The given figure shows', and 'water fills in minute' instead of water collected per minute. Punctuation and capitalization are also inconsistent, with missing spaces after periods and lowercase letters starting sentences. These frequent errors cause some difficulty for the reader and reflect a restricted command of grammatical accuracy.

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