Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-08

IELTS Writing Task 1 question

 

The diagram below shows how a biofuel called ethanol is produced.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

The diagram illustrates the method of producing ethanol product of biofuel.In general, there are several significant stages in the process.

An anlaysis of diagram indicates that plants and trees were grown by using the sunlight and carbon dioxide after that they harvested with help of man,than taken for pre-processing area with help of equipment in first two stages.Then the cellulose were collected after that processed into the liquids,sugar were released out in next stages.

Further diagram shows microbes added to the sugar to creat ethnol, and it was used in transporation like flights, lorries and cars as they releases carbondioxide in to the air it helps the plants and trees to grow as it helps produce ethanol.

Overall, the diagram depicts a complex, manual, machinary, time consuming and cyclical process begging with the plants and trees harvestment and ending with the production of ethanol.The process then repeats, Its an longer process.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main stages, from plant growth and harvesting through processing, sugar, microbes and ethanol, and you recognise the diagram’s cyclical nature. The account also mentions transport and the return of carbon dioxide to support further plant growth, which captures the key overall relationship. However, some details are unclear or not fully grounded in the diagram: it does not specify that harvesting is done “with help of man” or that the process is manual and time-consuming. The overview also says the process begins with harvesting, although plant growth precedes it. To strengthen the response, describe the stages more precisely and distinguish the production sequence from the carbon-dioxide cycle.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: it introduces the process, describes stages in sequence, and ends with a summary of the cycle. Sequencing phrases such as “after that,” “Further,” and “Overall” help the reader follow the account. However, several stages are crowded into long sentences, and the links between them are sometimes unclear—for example, the sentence beginning “An analysis of diagram indicates” combines plant growth, harvesting, pre-processing and cellulose without clear boundaries. The final overview repeats the cyclical point but also introduces a less relevant judgement about the process being long. Use separate sentences or paragraphs for the production stages and the carbon-dioxide loop, and choose more precise transitions.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” “ethanol,” and “carbon dioxide,” so the reader can identify the main subject and stages. There are also attempts at more specific terms such as “lorries” and “transportation.” However, spelling and word-choice problems reduce precision, including “anlaysis,” “ethnol,” “transporation,” and “harvestment.” Some combinations are unnatural or inaccurate, such as “ethanol product of biofuel” and “sugar were released out.” Prefer standard process descriptions and check spelling carefully; for example, say “ethanol, a biofuel” and “sugars are produced.” This would make the vocabulary more accurate and natural while retaining the relevant technical terms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including a sequence linked with “after that” and a clause explaining how carbon dioxide supports plant growth. This shows some range, but control is uneven. Errors in agreement and verb forms appear in “the cellulose were collected” and “they releases carbon dioxide”; the latter also has an unclear pronoun reference. Several sentences run together without appropriate punctuation, particularly the opening process description, and tense shifts between “were grown,” “they harvested,” and present-tense descriptions. Use the present simple consistently for a process diagram, check subject–verb agreement, and divide long sequences into complete sentences. These changes would improve accuracy and readability.

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