Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-26

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 below illustrates how water clock can be made by following some steps.

It's very easy and smooth method in which we can Build a Water clock.This process total consist of seven Stages.In This Task Report we are going to discuss on this Different method and How it's Can Build.

First we need three important tools which are plastic bottle,tape and a stand.Now we have to Attach bottle with the Stand by using with the help of tape so that it can't be move so it will be easy for us.

Now we discuss about different stages of building a water clock.

Firstly We have to open the tap as the water goes into the bottle we have to cover the bottom of the hole of bottle with the finger.

as bottle fill up there is a glue top of the bottle and there is a straw by which we can use and through water into the ground.Now the level of water is constant by following this we have to remove our finger from the hole of bottle.Then these drop of water goes into plastic bottle with neck cut off and it shows the level per minute and finally in last stage its shows tha it is empty and repeat process for timing things

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a seven-stage process and include several relevant details, such as attaching the upper bottle to a stand, using a tap, allowing water to drip into the lower bottle, and repeating the process for timing. However, the report does not clearly explain the apparatus as a whole or give a concise overview of how it works. Some details are inaccurate or unclear: the straw is described as being “at the glue top” and sending water “into the ground,” whereas it is fixed near the top as an overflow drain. The calibration marks on the lower bottle are also not explained clearly. To strengthen the response, describe the setup accurately first, then summarise the sequence and explain how the marks indicate elapsed time.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, describes materials and assembly, and then moves to the stages. Sequencing words such as “First,” “Firstly,” “Then,” and “finally” help the reader follow parts of the process. However, the progression is not consistently clear, and the stages are compressed into a long, difficult-to-follow paragraph. The shift from construction to operation is not clearly signposted, while phrases such as “Now we discuss about different stages” add little information. Several links between steps are unclear, particularly the explanation of the straw, water level, and lower bottle. Use separate paragraphs for the apparatus and operating sequence, and connect each stage with precise transitions.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “plastic bottle,” “stand,” “tap,” “hole,” “straw,” and “level,” so the basic subject is identifiable. However, the range is limited and several word choices or collocations make the process difficult to understand. For example, “smooth method” is not a natural description of a process, “through water into the ground” misrepresents the straw’s function, and “shows the level per minute” does not clearly describe the calibration marks. Repetition of “bottle,” “stage,” and “process” also limits precision. Aim to use specific process vocabulary consistently, such as “overflow,” “drip,” “calibration mark,” and “measure elapsed time,” and check spelling and word forms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, but the longer constructions are often difficult to follow, and frequent errors affect clarity. Examples include “how water clock can be made,” “This process total consist,” and “so that it can't be move,” which show problems with articles, agreement, and verb forms. Sentence boundaries and punctuation are also inconsistent: the opening continues into several sentences without appropriate spacing, and the final sequence runs together. There are some understandable simple clauses, such as “First we need three important tools,” but the overall range is limited and complex sentences are not reliably controlled. Practise accurate present-simple descriptions and use shorter sentences to explain each stage before combining ideas.

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