Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-13

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 below shows the process of how to make ethanol fuel for the vehicles.

Overall, the whole process has different steps which each works over the time period to complete the process. The diagram starts with the plant the trees by the sun light and then go through the different stages and it returns back to the sky again. It is beneficial for all the vehicles to obtain the ethanol for their work.

To begin with the plants and trees grow by the energy of sunlight and carbon dioxide and by the time that grew up then farmers start harvesting it. After that it has to go through the pre-processing machine to cut them in cellulose shape. Furthermore, it needs to processing with chamical for more process.

After that the processing machine farmers add sugars into it for make it better then the process has to meet with Microbes added and it takes some time to reach the complete level and convert into the Ethanol. Furthermore, Ethanol provide to vehicles and start work. When vehicles start work it reduse the cardon dioxide which go back to the air. So that is how entanol fuel produced.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a production process and include several central stages: plant growth, harvesting, pre-processing, processing, microbes, ethanol, and vehicle use. You also recognise that carbon dioxide returns to the air. However, the overview is unclear and partly inaccurate: the cycle returns carbon dioxide to the plants, not simply “back to the sky.” Some stages are misreported or invented, such as saying cellulose is a “shape,” that chemicals are used, and that farmers add sugars. The diagram shows cellulose being processed into sugars, followed by microbes being added. To make the account more complete and accurate, describe these relationships clearly and explain that ethanol is used by cars, trucks, and aircraft, whose emissions feed back into plant growth.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, moving from an introduction and overview to stages in the process, and sequence markers such as “To begin with,” “After that,” and “Furthermore” help signal order. However, progression is not consistently clear: the second process paragraph says the processing machine adds sugars, then refers to microbes, without clearly distinguishing the conversion stages. Some linking phrases are repetitive or do not express the relationship accurately, and “it” has unclear references in phrases such as “it has to go through” and “it takes some time.” Organise the stages in the exact diagram order and use clear references—for example, name the material or stage rather than relying on “it.” A more precise overview would also give the reader a clear framework for the sequence.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes,” and “ethanol,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the process difficult to understand. For example, “cut them in cellulose shape” does not describe the diagram’s conversion to cellulose, while “Ethanol provide to vehicles” is an awkward way to describe its use as fuel. There are also noticeable spelling errors, including “chamical,” “reduse,” “cardon,” and “entan ol.” Build a more precise set of process verbs—such as “convert,” “release,” and “emit”—and check spelling and natural combinations before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the sequence is usually understandable, but control is inconsistent. Errors occur in verb forms and agreement, as in “each works” and “plants and trees grow … and then go,” as well as in sentence construction: “then farmers start harvesting it” does not clearly refer to the plants, and “for make it better” is not a well-formed purpose clause. Articles and plurals are also unreliable, for example “the plant the trees” and “the different stages.” These problems recur and can make relationships between stages unclear. Practise accurate simple sentences first, then combine them with clauses using “after,” “when,” or “which.” For instance, state that plants are harvested and their cellulose is then processed into sugars.

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