Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-03
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)
This diagram illustrate the process of making ethanol that also called biofuel even with the help of arrow we can summarize the steps that taking before create this ethanol.
In the begin they did mention about a gas that called carbon dioxide. This gas makes by atmosphere that provide energy to trees and plants for their growth. Plants also get energy from direct sunlight that make these trees grow fast.
Meanwhile, Farmer start harvesting in their field that completed in some days after that they dispatch these all crops for pre-processing where they do separate cellulose by different kind of machines and start making liquid tube that contains sugars.
Furthermore they passed to add microbes in this liquid that makes useful ethanol.
In contrast to keep continue this ethanol again start using in vehicle like cars, buses, truck and planes that providing energy to plants and the process is starting again with same process.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the process, but it fails to accurately reflect the information provided in the diagram. For instance, the text claims that carbon dioxide is made by the atmosphere, which is a misinterpretation of the cycle shown. Furthermore, the description of the stages is confusing; the text mentions 'liquid tube' and 'microbes' without clearly linking them to the specific stages of cellulose breakdown or fermentation. The summary lacks a clear overview of the cyclical nature of the process, and the explanation of the steps is often inaccurate or too vague to be considered a successful summary of the provided visual data.
Coherence and Cohesion — Band 5.0
The response is organised into paragraphs, but the logical flow is weak. While some cohesive devices are used, such as 'In the begin', 'Furthermore', and 'In contrast', they are often used incorrectly or do not effectively connect the ideas. The referencing is frequently unclear, particularly in the final paragraph where the connection between the vehicle usage and the start of the cycle is muddled. The progression of ideas is disjointed, making it difficult for the reader to follow the sequence of the biofuel production process as intended by the diagram.
Lexical Resource — Band 5.0
The vocabulary is limited and often imprecise. There are several instances of awkward phrasing and word choice errors, such as 'liquid tube' instead of 'sugar solution' or 'liquid containing sugars', and 'In the begin' instead of 'Initially'. The student struggles to use technical terms appropriate for a process description, relying on basic, repetitive language. While the meaning is generally discernible, the lack of precision and the frequent misuse of collocations prevent the response from reaching a higher band score.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with subject-verb agreement (e.g., 'This diagram illustrate', 'Farmer start harvesting'), verb tense consistency, and article usage. The sentence structures are mostly simple, and attempts at more complex sentences often result in errors, such as 'with the help of arrow we can summarize the steps that taking before create this ethanol'. Punctuation is also inconsistent, which further affects the readability of the text.
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