Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-11-10

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 5.0)

The diagram illustrates which methods a biofuel called ethanol is produced . we described the production method of biofuel and which methods ethanol is ready . there are many stages in which harvesting , pre- processing , make cellolose , labortary processing , converting into sugars and microbes added after that ethanol is ready

biofuel production in which first of all photosynthesis process occur in plants and trees after that plants growth happening . tractor harvesting crop so this fodder move to crusher which breakdown in small pieces of fodder after that cellolose is go to labortary where it made sugars the next series is adding microbes added so finally ethanol production complete

ethanol is uses in multiple transport for example cars , truck and aeroplanes which uses fossil fuel after that release carbon dioxide and finally cycle is complete agian plants uses this gas and take energy

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main stages, including plant growth, harvesting, processing, sugar production, the addition of microbes, and the use of ethanol in transport. You also recognise the cycle in which carbon dioxide returns to plants. However, the account is only partial: it does not clearly explain that sunlight and carbon dioxide support plant growth, and it misrepresents some details, such as saying the material goes to a “labortary” and that vehicles “uses fossil fuel.” The overview is also unclear, and several stages are compressed rather than accurately described. The response is 148 words, so it falls two words short of the required minimum. To strengthen the report, give a clear overview of the cyclical process and describe each key transition accurately.

Coherence and Cohesion: Band 5.5

The response follows a broadly sensible order, moving from plant growth through processing to transport and the return of carbon dioxide. This gives the reader a basic sense of the process. However, the information is presented in three loosely connected blocks, and the opening repeats the idea of describing the production method without establishing a clear overview. Linking phrases such as “after that” and “finally” are used repeatedly, while some connections between stages are unclear—for example, how harvesting leads to cellulose and then to sugars. Use a distinct overview followed by logically grouped stages, and vary linking language while making each step’s relationship explicit.

Lexical Resource: Band 5.0

You use several relevant process terms, including “harvesting,” “cellulose,” “sugars,” “microbes,” and “carbon dioxide,” which help communicate the topic. However, the range is limited and some word choices are inaccurate or unclear, such as “labortary processing,” “fodder,” and “which methods ethanol is ready.” Spelling errors in “cellolose” and “agian” also reduce precision. Some phrases are repetitive, particularly “after that,” and “ethanol is ready” is less suitable for describing a production stage. Aim for precise process vocabulary and natural collocations, such as “the material is broken down,” “is converted into sugars,” and “ethanol is produced.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages in longer sentences, but grammatical control is weak and errors frequently make the process difficult to follow. For example, “we described the production method” shifts into an inappropriate past tense, while “plants growth happening” lacks a correctly formed verb phrase. In “ethanol is uses” and “which uses fossil fuel,” the verb forms and agreement are incorrect. Articles and sentence boundaries are also often missing, and the opening contains a fragment-like construction. Most sentences rely on simple sequencing rather than a controlled range of structures. Practise accurate present-simple passive forms—such as “the plants are harvested” and “the material is processed”—and check each sentence for a clear subject and verb.

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