Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-10

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 6.0)

The given diagram illustrates the process of building a own water clock. It involves numerous steps and stationary items. It is made using two vital elements, two plastic bottles and a water tap and side elements, such as straw, glue, stand and pencil.

The process requires a particular set-up to build a water clock. Firstly, a L-shaped stand is used as a supporting material. Two plastic bottles, one with a hole at bottom and another without a neck are attached at both ends of the stand. The bottle with bottom whole is attached to the upper end of the stand with the help of tape while the other bottle without neck is placed at the bottom of stand. A straw is attached to the upper bottle just below the bottle neck oppostie to the stand side with the help of glue. This helps to maintain the constant water level. The whole set-up is placed under the water tap.

Firstly, the water tap is turned on to fill the upper plastic bottle to overflow by placing finger on its' bottom hole. Once the top bottle is filled and reached a constant level then the water tap is turned off and finger from the bottom hole is removed. Consequently, the water is allowed to drop down into the lower plastic bottle. During this activity, the water levels are marked per minute with pencil on the lower plastic bottle. This level marks help to note the time in timing process. When the lower bottle fills up, the water of it transfers to the upper bottle to repeat the process.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The report covers both the apparatus and the operating sequence, and it identifies several important details, including the upper bottle, overflow straw, lower container and marked water levels. The explanation that the straw maintains a constant level is relevant, as is the account of water dripping into the lower bottle. However, some details are inaccurate or insufficiently clear: the diagram says to fill the upper bottle to overflow and keep the level constant, but does not instruct the user to turn off the tap; it also says to empty and repeat the process, rather than transfer the lower bottle’s water back to the upper one. The stages for marking levels per minute could be explained more precisely. A more accurate, complete account of the final steps would strengthen the report.

Coherence and Cohesion: Band 6.0

The response is arranged in a generally logical order: it first introduces the materials and construction, then describes how the clock is operated. Paragraphing supports this distinction, and sequencing expressions such as “Firstly,” “Once,” and “Consequently” help the reader follow the process. However, “Firstly” is used to begin both the construction description and the operating sequence, which makes the progression somewhat mechanical. Some references are also unclear, particularly “This level marks,” where the link to the marks on the lower bottle could be stated more directly. The final sentence introduces a return-transfer step that does not match the diagram, disrupting the otherwise understandable sequence. Use clearer stage transitions and ensure each reference and step connects accurately to the preceding information.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “supporting material,” “constant water level,” “overflow,” and “calibration” ideas, which makes the equipment and process mostly understandable. There are also attempts at more specific description, such as “L-shaped stand” and “attached.” However, several word choices or collocations are inaccurate or awkward: “building a own water clock,” “side elements,” “bottom whole,” and “level marks” reduce naturalness, while “stationary items” is not an appropriate description of the materials. Spelling errors such as “oppostie” also affect accuracy. Aim for precise process vocabulary and check common combinations—for example, describe the components as “materials” and the lower bottle’s markings as “graduation lines.”

Grammatical Range and Accuracy: Band 5.5

The response includes both simple sentences and longer structures, including a relative clause in “one with a hole at bottom” and a time clause beginning “Once the top bottle is filled.” Most of the process remains understandable, but some grammatical errors recur. Examples include the article and possessive forms in “a own” and “its’ bottom hole,” the missing article in “at bottom of stand,” and the awkward construction “the water tap is turned off and finger … is removed.” There is also a tense/form problem in “When the lower bottle fills up, the water of it transfers.” These errors do not generally prevent understanding, but they limit control. Review articles, possessives, and consistent passive constructions when describing equipment and stages.

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