Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-12

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 given image is of the process for making a water clock ,which illustrate stages of measuring water level.

If we look closely it is clearly seen that the given diagram is divided in seven catagories such as tap on,level constant,levels per minute and cover hole with finger .in this diagram the process starts with a step with a water tap on from wich water drains out. It ends on the process of empty and repeat process for timing things .

In this process when the tap is on the water is drain into bottle then it the hole under the bottle is coverd with our finger to stop the water flow .Then fill the top bottle untill it overflows .The level should be constant in the top bottle then remove the finger from the bottom hole to check the flow of water per minute leak from upper bottle to lower plastic bottle wich have neck cut off.

In the third step there is a straw at the top of the bottle from where water come out .That water straw is attached with bottle with glue .the bottle is attached with a stand with tape.

Finally the lower plastic bottle is empty and we repeat the process for timing things.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The report identifies the process as a water clock and gives a broad start-to-finish account, including filling the upper bottle, releasing the water, and repeating the process. However, the description is only partly accurate and does not clearly summarise how the apparatus works. The stages are called “seven catagories,” and the order is muddled: the account says the tap is turned on before the hole is covered, whereas the listed sequence begins by covering the hole, then filling the bottle to overflow and maintaining a constant level. The calibration of the lower bottle and the purpose of the “levels per minute” markings are not explained. Include a concise overview and describe the numbered stages in their correct order, distinguishing construction from operation.

Coherence and Cohesion: Band 5.5

There is some organisation: the response moves from an introduction to a general sequence, then describes the water flow and the attached components, before ending with repetition. Sequencing expressions such as “In this process” and “Finally” help the reader follow the broad progression. However, the order is not consistently logical, and the paragraph beginning “In the third step” introduces the straw and stand after the operating stages, making construction details feel misplaced. Several ideas are crowded into long sentences, while the opening list of stages is incomplete and difficult to follow. Group the apparatus setup separately from the operating sequence, use one clear stage per sentence, and use references such as “the upper bottle” and “the lower container” consistently.

Lexical Resource: Band 5.5

The response uses relevant task vocabulary, including “water tap,” “overflows,” “straw,” “glue,” “stand,” and “neck cut off,” so the reader can identify the main components. It also attempts process language such as “drains out” and “water flow.” However, the range is limited and some word choices or collocations are inaccurate, for example “seven catagories” for stages and “water straw” for the overflow tube. Spelling errors such as “wich,” “coverd,” and “untill” are noticeable, and repeated use of “bottle” makes the description less precise. Use standard process terms and vary references to the two containers; check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, including a conditional opening (“If we look closely”) and a sequence of actions linked with “then.” Nevertheless, errors are frequent, and some sentences are difficult to process. Examples include “which illustrate stages,” where the verb does not agree with “image,” and “the hole under the bottle is coverd,” where the passive form is incorrectly formed. Tense and sentence construction are also inconsistent in “the water is drain into bottle” and “then it the hole … is coverd.” Punctuation and spacing around commas and full stops are often faulty. Practise accurate passive forms for processes (“is attached,” “is covered”) and build shorter, complete sentences with consistent present simple tense.

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