Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-23

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 PROCESSED DIAGRAM SHOWS HOW TO PREPARE OWN WATER CLOCK BY THE INSTUMENT WITH THE HELP WATERING TO THE ENDING OF EMPTIENG THE PLASTIC BOTTLE THAT ARE PLACED ON THE STAND. WITH TOTAL SEVEN TYPES OF PROCESSES.

OVERALL, WATER COME FROM TAP AND TRANSFERED TO THE PLASTIC BOTTLE THAT IS ATTACHED TO THE STAND WITH TAPE AND THEN PROCESSED. AFTER THIS PHENOMENA WATER TRANFERED TO OPEN PLASTIC BOTTLE. MARKED THE POSITION OF WATER AND AFTER THE MARKING WATER.

FIRST WATER COME FROM TAP AND TRANSFERED TO PLASTIC BOTTLE WHERE THEIR IS A HOLE IN THE BOTTOM OF BOTTLE. FINGER HELP TO STORED WATER IN BOTTLE. AFTER THE BOTTLE FILLED WITH WATER AND WHEN WATER START DROPING FROM STRAW THAT IS PLACED ON THE TOP OF BOTTLE THEN REMOVE FINGER FROM THE HOLE.

LAST PORTION OF ANOTHER BOTTLE THAT ARE PLACED UNDER THE INSTUMENT STAND WATER FALLS ON IT AND WITH THE HELP OF MARKS TAKE READING OF WATER AND EMPETY THE BOTTLE THEN DO RE-PROCESSING FOR FURTHER READINGS.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a water-clock process and include several relevant stages: water enters the upper bottle, a finger initially blocks the hole, water drips into a lower container, and the process is repeated. The overview also recognises the tap, stand and attached bottle. However, important details are incomplete or unclear: the straw is an overflow outlet, and the lower bottle is used to record water levels over time, including levels per minute. The claim that water is transferred to the lower bottle “after the marking” does not explain the sequence accurately. Some descriptions, such as “seven types of processes,” are imprecise. A clearer overview and a more accurate account of the stages would make the report more complete and informative.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, moving from an introduction and overview to descriptions of the upper and lower bottles. Sequencing expressions such as “FIRST,” “AFTER,” and “LAST” help indicate order. However, progression is not consistently clear: the overview repeats information from the introduction, and the final paragraph combines collecting water, taking readings and repeating the process without clearly showing how these actions relate. Several sentences are difficult to follow because links between ideas are missing or awkward, as in “Marked the position of water and after the marking water.” Use one paragraph for the overall process and then describe the stages in sequence, with clear links such as “Once,” “As a result,” and “Finally.”

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “tap,” “plastic bottle,” “stand,” “hole,” “finger,” and “marks,” so the reader can identify the main equipment and actions. However, the range is limited and several word choices or combinations are inaccurate, which sometimes makes the process hard to understand. For example, “prepare own water clock by the instrument” and “seven types of processes” are not natural descriptions; “water clock” and “seven stages” would be clearer. There are also repeated spelling errors, including “transfered,” “droping,” and “empety,” alongside forms such as “empti[e]ng.” Build a more precise process vocabulary and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect events using clauses such as “when water start dropping” and “after the bottle filled with water,” but sentence structures are often incomplete or inaccurately formed. For instance, “Water come from tap” needs a correctly formed verb and article, while “when water start dropping” requires subject–verb agreement and a suitable verb form. The overview also contains fragments, including “Marked the position of water,” and the final sentence joins several actions without a clear grammatical structure. Errors in tense, agreement, articles and sentence boundaries occur throughout and can make the sequence difficult to interpret. Practise writing complete sentences in the present simple passive, which is useful for describing processes, and check each clause for a subject and verb.

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