Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-06
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 making of your own water clock.
Overall, the process consists of 7 several stages. it begins with tap on and culminates with empty and repair process for timing things. Moreover, varoius object were needed such as 2 plastic bottles, tape, glue, straw and stand.
In the beginning tap was on then, water enters to the plastic bottle which was attached to the stand with the help of a tape, also straw was to joined with glue. after then in next step hole in bottom side of the plastic bottle was covered with finger. Before level of water was constant then bottle fill top to overflow.
Moving further, to followed stage finger away from hole then water goes to another plastic bottle which neck cut off. subsequently, level was increased as per minute, finally in last plastic bottle was empty manually and repeat process for timing things.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response covers all parts of the task by outlining the equipment required and describing the seven distinct stages of building and operating the water clock. An overview is successfully provided at the beginning, listing the total number of steps and the necessary materials. However, some aspects of the process are under-developed or slightly unclear due to awkward phrasing and mechanical listing of the sequential steps. For instance, sentences such as "Before level of water was constant then bottle fill top to overflow" fail to fully and clearly explain the mechanical relationship between the water flow and the components shown in the diagram. While the main features are identified, the progression of some intermediate steps lacks sufficient clarity.
Coherence and Cohesion: Band 6.0
The report displays a coherent overall arrangement with a clear division between the introductory summary and the step-by-step description in the second paragraph. Cohesive devices are employed to guide the reader through the process, using sequence markers such as "In the beginning", "then", "after then", and "finally". However, referencing and cohesion can occasionally feel mechanical or faulty, as seen in abrupt transitions like "Moving further, to followed stage finger away from hole". Paragraphing could also be better managed by separating the materials list from the chronological steps to improve the overall logical flow and readability of the text.
Lexical Resource: Band 5.0
An adequate vocabulary range is utilized for the task, successfully incorporating functional terminology related to the process, such as "plastic bottles", "tape", "glue", "straw", and "stand". Attempts are made to use less common vocabulary and procedural phrases, but these are accompanied by noticeable word choice errors and typos, such as "varoius object", "repair" instead of "repeat", and "to followed stage". Spelling errors, including "varoius", do not seriously impede communication, but they highlight the limitations in lexical precision and control that keep the score at this level.
Grammatical Range and Accuracy: Band 5.0
The writing demonstrates a mix of simple and complex sentence forms, though attempts at complex structures are frequently affected by faulty phrasing and missing elements. There are noticeable errors in verb tenses, article usage, prepositions, and subject-verb agreement throughout the text, such as "it begins with tap on" (missing articles), "water enters to the plastic bottle", and "straw was to joined". Punctuation is also weak, marked by run-on sentences and a lowercase letter at the start of the second sentence. While these errors rarely completely obscure the meaning, their frequency places the grammatical control in this category.
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