Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-07-30

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 the information about the biofuel production that how ethanol is produced from the biofuel. so, the process complete in some steps.

so, in first step is that that they plant trees and plants and they need sunlight to grow, and in second step when the plants and trees grow so they cut down that and shift it for crushing or for pre-processing and in fourth step the cellulous is formed.

And in fifth step shift that cellulous to lab to make sugar from that and then add microbes to sugar to make ethanol and the process is completed and the ethanol is ready for use in airplanes, vehicles and truck and the produce corban dioxide and that carbon mix with air and then plants and trees use it for growth. and that process recycle again and again and from that process the ethanol is produced and to use for transport.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to describe the process, but it fails to provide a clear overview or highlight the main features effectively. The description is fragmented and lacks a logical summary of the stages. While the student identifies the cycle, the explanation of the steps is repetitive and lacks the necessary academic tone required for Task 1. Key stages, such as the conversion of cellulose to sugar and the fermentation process, are mentioned but not clearly explained in a way that demonstrates a full understanding of the diagram. The response is more of a list of actions rather than a coherent summary of a technical process.

Coherence and Cohesion — Band 5.5

The response lacks paragraphing, which is essential for a clear structure. The use of cohesive devices is repetitive and mechanical, with the word 'so' used excessively to start sentences. There is no clear progression of ideas; the text reads as a series of disjointed points rather than a cohesive report. Referencing is often unclear, particularly when referring to 'that' or 'the process'. To improve, the student should use a wider range of linking words (e.g., 'subsequently', 'following this', 'once') and organize the information into logical paragraphs representing the different stages of the cycle.

Lexical Resource — Band 5.5

The vocabulary is quite limited and repetitive. The student relies on basic verbs like 'make', 'shift', and 'cut down'. There is a lack of technical terminology appropriate for describing a production process (e.g., 'fermentation', 'conversion', 'by-product'). Additionally, there are spelling errors such as 'cellulous' (cellulose) and 'corban' (carbon). To reach a higher band, the student needs to incorporate more precise, topic-specific vocabulary and demonstrate a better grasp of word forms and spelling.

Grammatical Range and Accuracy — Band 5.5

The grammatical range is very limited, consisting mostly of simple sentences. There are frequent errors in sentence structure, such as 'the process complete in some steps' (missing verb 'is') and run-on sentences. Punctuation is inconsistent, with many sentences starting with lowercase letters or lacking proper capitalization. The use of articles and prepositions is often inaccurate, which occasionally hinders the flow of the text. The student needs to focus on basic sentence construction, subject-verb agreement, and the correct use of complex structures to improve clarity and accuracy.

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