Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-09

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 diagram illustrates the various stages involved in making a water clock.

Overall, it is clear that the process consists of seven main stages, beginning with the tap and ending with water container. If any step is missed, the process cannot be completed.

To begin with the opening of the tap, water is transferred through the substantial plastic bottle and the water drops flow through the pipe. Afterwords, pipe is attaced using glue that both pipe and bottle can be connected together. Subsequently, extra water is removed through straw and clean water is transferred in a beaker.

Moving further, in this stage, all the water has been relocated at specific point of the beekar that it could be cut out according to the required measurements at particular phase. The extra part of the bottle is cut and made the final version of the water clock. When the the container becomes empty again this proces can be repeated as per the requirements.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies the diagram as a process and gives a broad opening and closing point, but it only minimally describes the actual stages. It says water passes through a “substantial plastic bottle” and mentions a straw, yet the key sequence—covering the hole, filling the upper bottle until it overflows, allowing the water level to remain constant, then removing the finger—is not accurately explained. Several details are invented or misread: the lower bottle is described as a beaker, and the text suggests it is cut to measurements, whereas the diagram shows calibration lines being marked on it. The overview that the process ends with a water container is also unclear. Focus on the apparatus and report the numbered stages in order.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, an overview, and two paragraphs describing stages. Sequencing expressions such as “To begin with,” “Subsequently,” and “Moving further” help signal progression. However, the progression is not consistently clear because the stages are grouped inaccurately and some sentences introduce actions that do not follow from the diagram. For example, “extra water is removed through straw” is followed by transferring water to a beaker, leaving the reader unsure how the apparatus works. The overview’s “ending with water container” also does not clearly identify the final stage. Organise the body around the actual sequence, using clear references to the upper and lower bottles and linking each action to the next.

Lexical Resource: Band 5.0

There is some attempt to use varied process vocabulary, including “transferred,” “subsequently,” “relocated,” and “measurements.” However, several choices are inaccurate or unnatural for describing this diagram, and they make the process harder to understand. “Beaker” is not the lower container shown, “pipe” is less precise than “straw,” and “substantial plastic bottle” does not convey the bottle’s role or size. Spelling errors such as “Afterwords,” “attaced,” “beekar,” and “proces” are noticeable. Use straightforward, precise terms for the equipment and actions, such as “upper bottle,” “lower bottle,” “overflow,” and “mark calibration lines,” rather than forcing less suitable vocabulary.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex sentences, including the conditional “If any step is missed, the process cannot be completed” and a clause beginning “When the container becomes empty again.” However, errors in sentence construction and grammatical forms sometimes obscure the intended meaning. For instance, “To begin with the opening of the tap” is an awkward fragment-like opening, while “all the water has been relocated at specific point … that it could be cut out” has unclear clause relationships and missing articles. There are also repeated article and agreement problems, as in “when the the container,” and inconsistent tense choices. Build clearer sentences around one action at a time, and check articles, clause links, and verb forms.

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