Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The picture demonstrate that how maked the procedure of biofuel which is called ethanol.

Overall, perfoming many steps for production of biofuel industry like plantation of trees, harvesting the plantation and aslo different process done at various techniques and different temperature and adding other kinds of material then complete the procedure of making ethanol.

To intiate with, firstof all plants and trees grows in specific areas according their demand, Secondly that harvesting the all plant and trees material, Thirdly all material send to pre processing unit, Forthly, those material converted into cellulose condition consquently cellulose material sent to processing unit where done various process.

On the other point, after these process this material turned into sugars form next process is that added microbes in sugar material after that finally make a ethanol. biofuel is used in different types of transportation in the world.

I strongly believe, Biofuel is a good cheapest way to complete the requirement of fuel industry. Because almost all transportation is totally relay based on fuel system so that way fuel organisation take intiative to develop the biofuel industry at government level.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the subject as ethanol production and describe several central stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and the final fuel. This gives the reader a basic account of the process. However, the task is only partly covered: the overview is vague and does not clearly explain that the diagram presents a cycle, with carbon dioxide from transport returning to support plant growth. You also omit the role of sunlight and carbon dioxide at the start and the three transport modes. The comments about specific growing areas, different temperatures, fuel demand and government initiatives are not shown in the diagram. Focus on the visual information and summarise the complete cycle rather than adding personal opinion.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, a description of early stages and a final section about later stages. Sequencing words such as “first of all,” “Secondly” and “after that” help indicate order. However, progression is not consistently clear because several stages are compressed into long, loosely connected sentences, and the final paragraph shifts from the process to an opinion about fuel policy. Some linking expressions are inaccurate or repetitive, including “On the other point” and repeated “after that.” Organise the stages in the diagram’s order, use one paragraph for the production sequence and another for the transport-and-carbon cycle, and make each sentence’s connection to the previous one explicit.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “processing,” “sugars” and “microbes,” which allows the reader to recognise several stages. However, the range is limited and many phrases are inaccurate or unnatural, sometimes making the intended meaning difficult to follow. Examples include “how maked the procedure,” “cellulose condition,” “sugars form” and “complete the requirement of fuel industry.” Spelling errors such as “intiate,” “consquently” and “intiative” also reduce clarity. Aim for precise process language and natural collocations, and check spelling carefully. Reusing accurate terms from the diagram is preferable to adding vague or unsupported phrases.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the sequence is generally understandable despite frequent grammatical errors. However, control of basic sentence forms is inconsistent, and attempts to combine several stages often produce faulty structures. For example, “The picture demonstrate that how maked” has subject–verb agreement and verb-form problems, while “plants and trees grows” and “added microbes in sugar material” show errors in agreement and sentence construction. Articles and plurals are also unreliable, as in “make a ethanol” and “all plant and trees material.” Use clear subject–verb sentences for each stage, check verb forms and agreement, and divide long chains of actions into shorter sentences. This will make the process easier to follow.

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