Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-29

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 6.0)

The picture illustrates the process for making a water clock. Overall, it is a simple process with a minimum material requirements and easy to construct.

Firstly, the tap should be on and the hole in the lower part of the bottle, which is taped around the stand, should be covered with finger. Then, the water is allowed to fill till reaches the top and tend to overflow. After reaching a level the water will flow through the straw which is glued on to the top of the bottle, at that time we can take the finger away from the hole. Finally, the water will be collected in the plastic bottle, which is kept below the bottle which is dripping, the neck of the bottle under is been cutted off, as the time goes the level of the water is increased per minute. And this process is been repeated by emptying the bottles for timing things.

In conclusion, this is the overall mechanism of how water clock works using the water.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The report identifies the diagram as a water-clock process and describes the main sequence: starting the tap, filling the upper bottle, allowing water to pass through the straw, removing the finger, and collecting water below. It also notes that the lower bottle is used to observe rising water levels and that the process is repeated for timing. However, some details are unclear or inaccurate: the hole is at the base of the upper bottle, not the lower one, and the upper bottle is attached to the stand with tape. The overview that the process is simple is relevant but does not clearly summarise how the apparatus measures time. Explain that the marked levels indicate elapsed minutes, and distinguish the two bottles more precisely.

Coherence and Cohesion: Band 6.5

The response has a clear overall sequence, signalled by “Firstly,” “Then,” and “Finally,” and the reader can generally follow the process from setup to repeated use. The opening and closing also frame the report appropriately. This coherent progression is a strength, while the long final process sentence combines several stages and makes their relationships harder to follow. For example, the description of the lower bottle, its cut-off neck, and the rising water level is crowded into one sentence. Divide the procedure into shorter stages or paragraphs, and use references such as “the upper bottle” and “the lower container” consistently. This would make the links between steps more precise and less dependent on repeated “bottle” references.

Lexical Resource: Band 5.5

The response uses relevant task vocabulary, including “tap,” “straw,” “stand,” “overflow,” and “level,” so the basic process is understandable. It also attempts some process-specific phrasing, such as “the water is collected” and “timing things.” However, several word choices and forms are unnatural or imprecise: “minimum material requirements” does not clearly describe the diagram, “tend to overflow” is awkward for water, and “the level of the water is increased per minute” does not accurately express the measurement. “Cutted off” and “been repeated” also show weak control of word forms. Choose precise terms such as “water level rises,” “overflow outlet,” and “cut off,” and avoid vague claims about the materials.

Grammatical Range and Accuracy: Band 5.0

The report attempts both simple and complex sentences, including a time clause in “as the time goes” and a relative clause describing the lower bottle. The sequence remains understandable, but grammatical control is inconsistent. Examples include the missing article in “covered with finger,” the faulty construction “fill till reaches the top,” and the passive form “the neck … is been cutted off.” The final sentence also joins several ideas with commas, creating a run-on structure. Use complete clauses with clear subjects—for example, “The hole is covered with a finger while the upper bottle fills”—and check articles, verb forms, and sentence boundaries. More accurate control of these patterns would make the procedure easier to read.

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