Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-07-28
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 illustrates how a biofuel called ethanol is generated.
Overall,The process consists of several stages beginning with Energy ( carbon dioxide+ sunlight) and ending with Ethanol.The whole process creates ethanol from energy.
Firstly,The first step start with plants and trees grow in fields by farmers. after that they went through process of harvesting through tractor cutting into pieces for further process.Furthermore,they passing through pre-processing where harvesting pieces into smallest pieces and that makes cellulose . cellulose time taking process.sebsequently they enter a lab where further investigations performend .lastly after completing the investigations of laboratory another process start which is formed sugar before microbes added.
Secondly ,the step of microbes after the formed sugar .
Addition of microbes creates ethanol .
Ethanol produces three carbon dioxide from different types of vehicles like Airoplane,Car and Truck are producing carbon dioxide that creates energy into the plants and trees .This is cycle process .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response identifies the main stages of the ethanol production process, but the description is often inaccurate or confusing. For example, the text claims that 'Energy (carbon dioxide + sunlight)' is the starting point, which misinterprets the diagram. Furthermore, the explanation of the chemical processes (cellulose, sugar, and microbes) is vague and lacks the necessary detail to clearly explain the cycle. While the response covers the overall process, the lack of clarity regarding the specific stages and the misinterpretation of the input/output cycle prevent it from reaching a higher band. The summary of the cycle is underdeveloped.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, but the logical flow is frequently disrupted by poor sentence structure and awkward transitions. While cohesive devices like 'Firstly', 'Furthermore', and 'Secondly' are used, they are often followed by fragmented or grammatically incorrect sentences, making the progression of ideas feel mechanical and sometimes confusing. The referencing is occasionally unclear, such as in the final paragraph where the connection between the vehicles and the plant cycle is poorly articulated. The overall arrangement is coherent enough to follow the general steps, but the lack of smooth transitions between sentences limits the score.
Lexical Resource — Band 5.5
The vocabulary is limited and repetitive, often relying on basic terms. There are several instances of inaccurate word choice, such as 'investigations performend' instead of 'analysis is performed' or 'formed sugar' instead of 'sugar formation'. The student struggles to use precise technical terminology related to the process, such as 'pre-processing' or 'cellulose'. While the meaning is generally conveyed, the lack of variety and the frequent errors in word formation and collocation indicate a limited range that is only minimally adequate for the task.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede readability. There are issues with subject-verb agreement (e.g., 'The first step start'), tense consistency (e.g., 'they went through'), and sentence fragments (e.g., 'cellulose time taking process'). Punctuation is also problematic, with missing spaces after commas and periods throughout the text. While there is an attempt to use complex structures, they are often faulty, leading to a lack of clarity. The majority of sentences contain errors, which restricts the score to the lower end of the scale.
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