Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-21

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 4.5)

The diagram shows the process of making water clock . The equipment we need for this are tap, plastic bottle , tape, glue , straw, stand, plastic bottlr (neck cut off). Then they show the procedure hat they turn on tap . a bottle with neck cut off would be placed under the first bottle attached with stand . There should be a hole in first bottle . when you turn on tap the bottle will be filled and water from hole start felling drop by drop in the second bottle . a straw will be attached to the first bottle near the neck and it is attached with glue . then pricdure shows that hole should be covered with finger when the bottle will over flow and about to completly filled . then it will reach it constant level and away your finger from the hole every ope minutue then drop will starting feliing and then bottle will be empty and then repeate the process for time to time and it will help you to indicate the time and by the method will be helpful in measuring time and the equipment used for this process used are somehow called timeclock and this was usesd to measure timme in ancient times .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a water-clock process and include several relevant components, such as the tap, two bottles, stand, straw and glue. You also describe water passing from the upper bottle into the lower one and mention repeating the process to time things. However, the stages are not reported accurately or clearly enough: the instruction is to cover the hole while filling the upper bottle to overflow, then remove the finger; your account makes the timing and order difficult to follow. The calibration step—marking the lower bottle’s water level each minute—is also unclear, and the final claim about ancient use is not shown in the diagram. A clearer overview and a more precise account of the numbered stages would make the report more complete.

Coherence and Cohesion: Band 4.5

The response contains a broadly relevant sequence, moving from the equipment to the operation and then to the purpose. Some linking words, including “then” and “when,” help show that events occur in order. However, nearly all the information is placed in one long paragraph, and repeated transitions such as “then” make the progression feel mechanical. Several references are also hard to follow: “the first bottle” and “the second bottle” are not consistently distinguished, while “away your finger” does not clearly connect to the preceding instruction. Separate the equipment description from the numbered stages, and use clear sequencing phrases such as “first,” “once the upper bottle is full,” and “finally.”

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “tap,” “plastic bottle,” “straw,” “stand,” “hole,” and “constant level,” so the reader can recognise the general subject. However, the range is limited and several word choices or spellings make the process difficult to understand, for example “felling drop by drop,” “completly filled,” and “timeclock.” Some expressions are also imprecise, such as “every ope minutue” and “time to time.” Use accurate process vocabulary and collocations—for example, describe water as “dripping,” the bottle as “overflowing,” and the lower bottle’s marked levels as “calibration marks.” Proofreading spelling and choosing precise terms would improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas with clauses using “when,” “and,” and “then,” but most sentences rely on simple patterns or become long, loosely joined strings of clauses. Errors in verb forms and sentence construction are frequent, as in “water from hole start felling” and “then drop will starting.” Articles and agreement are also inconsistent: “a water clock,” “the bottle will be filled,” and “the equipment … are” show problems with grammatical form. Punctuation is weak, with missing sentence boundaries and inconsistent capitalisation, which makes the sequence harder to follow. Aim for shorter, complete sentences and check subject–verb agreement and verb forms, for example: “Water drips through the hole into the lower bottle.”

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