Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-24

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 diagram illustrates the layout process for making a water clock.

Overall, it can be seen that the process consists several siven stages wiith initiate from the on the tap from nuell and ended with empty and repeat process for timing things.

To begin with, tap on water from the clock passed through plastic bottle and right upperside there are small holl of straw which came out. However, the bottle which covered by tape in the middle and down side smake very small circle hense the water droplet cover hole with finger. In addition, the bottlel whichfill top to overflow and make level constant.

Subsequently, when drop come from first bottle and collecte a substinable beaker.

Moreover, plactic bottle which half cut neck off and less per minute. Furthermore, all the waste water come out side although the process in the compaine will be repeat again from the same timing.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a water-clock process and include several relevant elements, such as the tap, bottles, overflow and repeating the timing process. However, the account only partially describes the stages and does not clearly explain how the apparatus is assembled or how the clock is calibrated. Some details are inaccurate or unclear: the straw is described as a “small holl,” and the lower bottle is said to be “less per minute,” rather than having levels marked to show elapsed minutes. The overview also gives an unclear start and finish. To improve, summarise the construction and the sequence accurately, including the stand, straw, hole, receiving bottle and marked levels.

Coherence and Cohesion: Band 5.0

The response has an introduction, an attempted overview and two body paragraphs, and words such as “To begin with,” “Subsequently” and “Moreover” show an effort to guide the reader. However, the stages do not progress in a clear sequence, and several links between ideas are difficult to follow. For example, “the water droplet cover hole with finger” does not clearly connect the bottle’s hole to the next action, while “all the waste water come out side although the process…will be repeat again” combines unrelated points. Some linking expressions are also used mechanically rather than to show a precise relationship. Organise the report in the diagram’s order and use simple, accurate transitions between each stage.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “plastic bottle,” “straw,” “tape,” “overflow” and “water clock,” which helps establish the topic. However, the range is limited and frequent spelling, word-form and collocation problems make parts of the description hard to understand. Examples include “siven,” “wiith,” “holl,” “bottlel,” “substinable beaker” and “compaine.” Some choices are also inaccurate: “waste water” does not describe the water collected for timing, and “less per minute” does not convey the marked levels. Build a more precise set of process terms, such as “attach,” “drip,” “container” and “calibration marks,” and check spelling and word combinations carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, including an overview and sentences beginning with “However” and “In addition.” Nevertheless, the structures are often faulty, and errors frequently make the relationships between actions unclear. For instance, “the process consists several siven stages” is missing a necessary preposition, while “the bottle which covered by tape” lacks an auxiliary verb. Verb forms and agreement are also inconsistent in “when drop come… and collecte” and “all the waste water come.” Articles and sentence boundaries need attention as well. Practise writing short, complete sentences with a clear subject and verb first, then combine them using accurate clauses and consistent present-tense forms.

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