Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Complete Catalyst · 2026-10-11

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 6.5)

The diagram illustrates the method for making a water clock. To make a water clock, first you have to arrange the apparatus exactly as shown in the diagram. After completing this complicated process the rest of the process is relatively easy. You must perform the following steps in the given order to ensure your water clock is built correctly.

The first step is to turn on the water tap while covering the bottom hole in the plastic bottle with your finger. Let the water run until the plastic bottle fills to the top and water starts leaking out from the straw at the top of the plastic bottle. After that, turn off the tap and wait until water stops dripping from the the straw and make sure the water level is constant.

Now the next step is crucial so you have to pay attention. Be ready with a permamant marker in your hand. Now remove your finger from the hole so that water can start dripping from the bottle at the top to the bottle with its neck cut off, placed at the bottom. Now for the last step, start marking the water levels by each passing minute. With this your water clock is ready. But to be more accurate, you can repeat the process by emptying the bottle and refilling it again to make sure that your markings are accurate.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The report covers the main sequence and explains the clock’s basic operation, including filling the upper bottle until water overflows from the straw, releasing the hole, and marking the lower bottle at minute intervals. These details show a clear understanding of the process. However, the opening focuses on arranging the apparatus without describing its construction: the stand, taped upper bottle, glued straw, and lower bottle are not explained as setup steps. There is also a factual mismatch in saying to turn off the tap before the water stops dripping from the straw; the diagram’s stages indicate that the water level becomes constant before the finger is removed. To strengthen the report, describe the apparatus and follow the numbered stages precisely, including emptying and repeating the process for timing tasks.

Coherence and Cohesion: Band 7.0

The stages are presented in a generally logical order, and sequencing phrases such as “The first step,” “After that,” and “Now the next step” help the reader follow the procedure. The paragraphing also separates the initial filling from the later marking stages. However, the opening contains several general statements about the process being “complicated” and “relatively easy” rather than moving directly into the apparatus and its construction. Some transitions are conversational and repetitive, particularly the repeated use of “Now,” while “With this” is an awkward link to the conclusion. A more concise introduction, clearer grouping of setup and operation, and less repetitive sequencing language would make the progression smoother and more controlled.

Lexical Resource: Band 6.0

The vocabulary is adequate for describing a practical process, with useful terms such as “apparatus,” “overflow,” “constant,” and “refilling.” The reader can understand the instructions throughout. However, some choices are imprecise or informal for an academic process report: “water starts leaking” is less suitable than describing it as overflowing, and “the bottle with its neck cut off” could be expressed more concisely as “the lower bottle with its neck removed.” There are also spelling errors in “permamant” and the repeated “the” in “the the straw.” Aim for precise process vocabulary and proofread spelling; avoid conversational phrases such as “you have to pay attention” in a formal report.

Grammatical Range and Accuracy: Band 6.5

The response uses a mix of simple instructions and longer clauses, including “Let the water run until the plastic bottle fills to the top and water starts leaking…” This variety generally communicates the sequence clearly, and most sentence structures are understandable. Some errors remain, however. In “wait until water stops dripping from the the straw,” the article is repeated, and “placed at the bottom” is attached awkwardly to the preceding clause, making the relationship between the bottles less clear. The report also shifts between direct instructions (“turn on,” “remove your finger”) and descriptions of what happens, so a more consistent grammatical approach would improve control. Use carefully structured passive or present-simple descriptions and check articles and clause attachment.

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