Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-11-02

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 digram gives information about the step-by-step process of making a water clock. The data is in the form of a digram.

By having a cursoury glance, it is vived that first of all we need some essentials. Which are like these:

1) a tap

2) plastick bottle

3) glue

4) straw

5) tape

6)half bottle

7) stand

After having all these items. We need to built a structure. As we can see in the digram. First of all we need a stand of l shape. Then put a half bottle on it with marking. Therefore, tape a bottle on the upper side of the lower one and attach a straw on the one forth of the bottle to avoide accessive water. at last make a hole in the upper bottle.

along with this, to make these clock working there are some steps like, The first one is to turn the tap on, threfore, cover the hole with finger. Nextly, fill top bottle to overflow, move your finger from hole. Then levels per minute. In the end, empty and repete process for timing things.

In conclusion, the process of making water clock is not much harder. even a ten years old childcan also make it.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and include several relevant stages, such as turning on the tap, covering the hole, filling the upper bottle to overflow, and repeating the process. You also mention key materials and the lower bottle’s markings. However, the report only partly describes how the apparatus is assembled: for example, it says to put a “half bottle” on the stand and tape a bottle above it, but does not clearly explain the upper bottle’s attachment or the water dripping into the lower container. The straw’s position and purpose are also imprecise, and “Then levels per minute” does not explain the calibration stage. A clearer overview and more accurate, complete descriptions of the construction and operation would strengthen the response.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall sequence: it introduces the diagram, lists materials, describes construction, and then gives operating steps. Paragraph breaks help distinguish these sections, and transitions such as “First of all,” “Nextly,” and “In the end” signal order. However, the numbered materials list interrupts the report’s flow, and some links are mechanical or unclear. For instance, “After having all these items” does not connect smoothly to the next instruction, while “along with this” introduces the operating stages without a precise relationship to the construction. The sequence also becomes difficult to follow around “Then levels per minute.” Organising the stages in a continuous, clearly linked progression and using references more precisely would improve cohesion.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “overflow,” “stand,” “straw,” “marking,” and “hole,” which helps communicate the basic process. However, the range is limited and several spelling errors or imprecise choices are noticeable, including “digram,” “plastick,” “cursoury,” “avoide,” and “repete.” Some expressions are also unnatural or unclear: “a stand of l shape,” “on the one forth of the bottle,” and “Then levels per minute.” These choices sometimes make it harder to understand the intended construction or stage. Aim for accurate process vocabulary and natural collocations, such as describing the straw as an overflow outlet and the lines as calibration marks.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple instructions and longer sentences, and the reader can generally follow the broad sequence. However, the range of sentence structures is limited, and attempts to combine ideas often produce faulty or incomplete sentences. For example, “Which are like these” is a fragment, and “After having all these items” is not a complete sentence in this context. There are also errors in articles and sentence construction in “put a half bottle on it with marking” and “tape a bottle on the upper side of the lower one.” The final sentence, “even a ten years old childcan also make it,” has problems with number agreement and spacing. Use complete sentences with clear subjects and verbs, and check articles, plurals, and punctuation.

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