Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-04

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 whole process of making water clock.

Over all, the process consist of seven stages, beginning with water being poured from a tap into plastic bottle and ending with the water collecting in another plastic bottle. A straw is also attached to the upper bottle to allow water to flow out.

Looking at the details, In the beginning the water was poured from a tap, Then their was a whole created to pass all the water to plastic bottle. Futhermore, Glue was applied with straw and attached with upper bottle to allow water flow out.

Moving on the other hand, Tape was stick to the bottle, moreover the bottle was measured with the pencil, and the whole process was repeated

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify that the diagram has seven stages and mention the tap, two bottles and straw, so the response is relevant to the process. However, it describes the construction and sequence only minimally, and several details are inaccurate or unclear: the hole is already at the base of the upper bottle, rather than being created, and the final stage is to empty and repeat the process for timing, not simply repeat the whole process. The overview also says the process ends with water collecting in another bottle, omitting the calibration and timing purpose. The response is 27 words below the required minimum, which further limits the coverage. Describe the apparatus accurately, then explain the stages in order, including the constant water level and markings.

Coherence and Cohesion: Band 5.0

There is a basic paragraph structure: an introduction, an overview and two detail paragraphs. The sequence is signalled with phrases such as “Over all,” “Looking at the details” and “Moving on,” which helps the reader recognise that you are describing a process. However, the progression is not clear because the details are not presented in the diagram’s order. For example, the account moves from filling the bottle to making a hole, then to attaching the straw, tape and measuring, without explaining how these actions relate to the numbered stages. Some linking phrases, especially “Moving on the other hand,” do not express a clear relationship. Organise the description from construction through operation, using simple, accurate transitions.

Lexical Resource: Band 5.0

Your vocabulary is sufficient to identify several parts and actions, including “tap,” “plastic bottle,” “straw,” “Glue” and “measured.” However, the range is limited and some word choices or collocations make the process difficult to understand. “A whole created” appears to mean a hole, while “water flow out” and “Tape was stick” are not natural descriptions. Repetition of “bottle” and “process” also limits precision. Use specific process vocabulary, such as “attach,” “secure,” “overflow,” “drip” and “mark calibration lines,” where these match the diagram. Check spelling and word forms carefully, as errors such as “Futhermore” and “their” for “there” are noticeable.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer sentences with sequencing or linking phrases, and the opening sentence communicates the general topic. However, the range is limited, and errors occur frequently enough to make some relationships unclear. Examples include “the process consist” instead of “the process consists,” “the water was poured” where a present-tense process description is more appropriate, and “Tape was stick,” which has an incorrect verb form. Articles and sentence boundaries also need attention: “making water clock” requires an article, and the capitalisation after commas in “Looking at the details, In the beginning” is incorrect. Practise describing each stage in the present simple, with accurate subject–verb agreement and complete, clearly punctuated sentences.

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