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 shows information about how a biofuel called ethanol is produced.

Overall, it consists of 11 stages, at the beginning how the ethanol is produced with the help of energy and sunlight and the process end with carbon dioxide in a complete cycle form.

The biofuel production called ethanol made from so many steps including first step, with the help of energy of sunlight and added some carbon dioxide and its helps to grow more plants and tress to produce more ethanol from it. After that, we harvest the plants and tress in a proper way and take them for second step called pre-processing of plants. Furthermore, after the pre-processing is done the harvesting products formed in a new shape called cellulose and again it will go under the main process in a factory and after that samples will collected to check the amount of products they used like it in a proper way or not. After that, the product was comes out in the sugar formed under which large amount of microbes are added and that microbes is the final form of this process called ethanol and all of are using under aeroplane, trucks and cars so these vehicles produce pollution innthe form of carbon dioxide and again its goes under process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and give a broad overview of a cycle, then describe several stages in sequence, including plant growth, harvesting, pre-processing, cellulose, processing, sugars and transport. This shows a relevant understanding of the diagram. However, the overview is imprecise: it says there are “11 stages,” and describes the process as ending with carbon dioxide, without clearly explaining that carbon dioxide from vehicles returns to support plant growth. Some details are inaccurate or invented, especially the claim that samples are collected to check product amounts; this is not shown. The role of microbes is also misreported as producing the final form directly. To strengthen the response, report the key stages accurately and explain the cycle clearly, without adding unsupported information.

Coherence and Cohesion: Band 5.5

The response has an opening, an overview and a longer paragraph that generally follows the production sequence. Connectors such as “After that,” “Furthermore” and “again” help signal movement between stages. However, progression becomes difficult to follow in the long final paragraph, where several stages and explanations are joined together. Some links are unclear, such as “the product was comes out in the sugar formed,” and the final phrase “again its goes under process” does not specify what returns where. Paragraphing is limited, and repeated sequencing phrases make cohesion mechanical. Use separate paragraphs for the overview and the main stages, and use precise references and transitions to show how materials move through the cycle.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” “ethanol” and “carbon dioxide,” which helps communicate the topic. There is also some attempt to vary wording with phrases such as “formed in a new shape.” However, vocabulary is often imprecise or repetitive, and several choices make the process harder to understand: “samples” and “check the amount of products” are not supported by the diagram, while “pollution” is less precise than describing carbon dioxide emissions. Spelling errors such as “tress” and “innthe” also reduce accuracy. Aim for concise, diagram-specific terms and avoid adding interpretations; for example, describe materials as being “converted into” the next stage rather than using vague phrases such as “comes out.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and use sequencing clauses, but control is inconsistent, and many sentences contain errors that make relationships between stages unclear. For example, “the process end with carbon dioxide” has subject–verb agreement and article problems, while “that microbes is the final form” has agreement and sentence-structure errors. The construction “the product was comes out” combines incompatible verb forms, and “its goes under process” also has an incorrect verb form. Several sentences run on, with clauses joined without clear punctuation. Practise building accurate simple sentences first, then combine them with controlled clauses. Check subject–verb agreement, verb forms, articles and sentence boundaries during revision.

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