Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-31

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 5.5)

The graph represent the step by step process of building a water clock.

There are total 7 steps of creating a water clock and here are the required things: a tap, straw, glue, tape, stand and 2 plastic bottle, one with neck cut off and 2nd with small hole at bottom.

Lets explore it step by step. At the top of the stand, attach the holed bottle with tape and at the lower top attach the straw with bottle using glue. Make sure the bottle is strongly connected with stand using tape, so it doesn't fall when filled with water. Now at the bottom of stand, place the neck cut off plastic bottle.

To make clock working, open tap and cover the hole with finger so the bottle filled up still the straw level then water overflow. Make sure the water level is constant for keeping overflow. Take finger away from the hole, so water drops start falling into the bottom bottle. On the bottom bottle mark level of water, where each level represents minute.

For the Continues process empty and repeat process for timing things.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages, from preparing the bottles and stand to allowing water to drip into the lower container and using the markings to time events. The overview that there are seven steps is relevant, and details such as the straw, tape and glue show attention to the diagram. However, some instructions are inaccurate or unclear: the upper bottle is filled until water overflows through the straw, but “still the straw level” does not explain this clearly; the diagram also says the water level is kept constant before the finger is removed. The lower bottle is marked as water accumulates, with levels corresponding to minutes. Clarifying these stages and avoiding added construction advice would make the account more complete and precise.

Coherence and Cohesion: Band 6.0

The response has a clear overall sequence, supported by separate paragraphs for the equipment, assembly, operation and repeated use. Phrases such as “Now,” “To make clock working” and “For the Continues process” help signal progression, and the reader can generally follow the process. However, the numbered stages are not consistently distinguished, and some links between actions are unclear. For example, “cover the hole with finger so the bottle filled up still the straw level then water overflow” compresses several steps into one sentence. Use clearer sequencing language such as “Once the water reaches the straw, it overflows; then remove your finger” and maintain consistent paragraphing to improve cohesion.

Lexical Resource: Band 5.5

You use a relevant range of process vocabulary, including “attach,” “overflow,” “constant,” “mark” and “represents,” which helps describe the apparatus and its function. Some choices, however, are imprecise or unnatural for a formal process report. “The graph” misidentifies the visual, while “holed bottle” and “lower top” are not clear descriptions of the parts. There are also word-form and spelling issues, including “Continues” and “2nd.” Aim for precise terms such as “diagram,” “bottle with a hole in its base,” and “lower section.” More accurate collocations would make the description easier to understand and more appropriately formal.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including purpose and result clauses such as “so it doesn't fall when filled with water” and “so water drops start falling.” The overall meaning is usually recoverable, but errors in sentence structure, agreement and articles occur in several places. For example, “The graph represent” needs subject–verb agreement, and “There are total 7 steps” needs an article and a more complete construction. The instruction “Make sure the water level is constant for keeping overflow” also has an awkward grammatical pattern. Practise accurate present-simple descriptions and imperative forms, and separate long sequences of actions into shorter sentences with clear subjects and verbs.

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