Band 5.5 IELTS Writing Task 1 Model Answer

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

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 process diagram illusrates the production of biofuel called ethanol.

Overall, it is clearly demonstrates that ethanol making from the start of harvesting grown trees, moreover plants and ended with the step microbes added and form ethanol.

In the initial step energy source stores by the plant and trees in a shape of carbon dioxie and sunlight have harvesting through motors matchine , in the second steps plants and trees are pre processing in to small shapes cellulose after that processing chemicals were add in shape of sugars.

In the finall stage microbes were added and form ethanol ownward it used in cars, trucks, plans and released as a toxic form of carbon dioxide from all of vechals and it added in the atmosphare and the cycel began same as we explained which are then use by the plants and trees and prepare for the next harvesting process and the cycle dont even stop it countine.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a process for producing ethanol and describe its circular nature, including plant growth, processing, microbes, transport use and carbon dioxide returning to plants. This covers the main stages and gives a relevant overview. However, some stages are compressed or misrepresented: the diagram shows harvesting before pre-processing, then cellulose, processing and sugars, whereas your account says plants and trees are pre-processed into cellulose and then chemicals are added to make sugars. The overview also makes the sequence sound as though it ends with microbes, rather than explaining that ethanol is used by vehicles and the released carbon dioxide completes the cycle. Clarifying these relationships and describing the stages more precisely would make the account more complete.

Coherence and Cohesion: Band 6.0

The response follows the broad sequence of the diagram, moving from plant growth through production to vehicle use and the return of carbon dioxide. Sequencing phrases such as “In the initial step,” “in the second steps” and “In the finall stage” help signal progression. However, the information is presented in only two paragraphs, with most of the process crowded into one long sentence in each. Connectors such as “moreover,” “after that” and “which are then” do not always show the relationships clearly, and the final sentence becomes difficult to follow. Separate the overview from the detailed stages, then use shorter sentences and clear links between each stage to improve progression and referencing.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “microbes,” “ethanol” and “carbon dioxide,” which allows the reader to recognise the main subject and stages. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the process unclear. For example, “energy source stores by the plant” does not clearly express how sunlight and carbon dioxide support plant growth, while “chemicals were add in shape of sugars” is not an accurate description of the diagram. There are also noticeable spelling errors, including “dioxie,” “vechals” and “atmosphare.” Use precise process verbs and check spelling; for example, describe cellulose as being processed into sugars.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, and the response uses sequencing clauses to connect stages. However, complex sentences are often not controlled successfully, and errors in verb forms, agreement, articles and sentence construction can make relationships difficult to understand. For instance, “it is clearly demonstrates” combines incompatible verb forms, and “microbes were added and form ethanol” shifts tense and does not form a clear parallel structure. The long final sentence also joins several ideas without clear punctuation. Practise writing one accurate sentence for each stage, using consistent present simple forms for a process (for example, “Microbes are added, producing ethanol”), before combining stages with subordinate clauses.

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