Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-05

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 picture shows the cycle of biofuel production. Over all it is edicts that the cycle of biofuel production with the ethnol through the cycle, At first step energy , sunlight and co2 is achived from the plants, Frequently Plants and trees are grow they form big cluster like it is in the form of jungle. More over at second step harvest is taken place. Fromwhere these plants cut out and wented towords the next step. Along with third step pre processsing took place. Subsequencely co2 is relesing through out all the process. Additionaly cellulose made by this step. Afterword in this area processing tookplace. At fourth step after processing sugar is formed. However after sugar making steo there would be added the microbes in the form of ethanol. Last but not least this ethanol is used for the fuels of cars, trucks and as well as airplanes. In the whole cycle carbon di oxide is used and made by it.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the biofuel production cycle but fails to provide a clear, accurate summary of the process. While it identifies the main stages, the description is often confusing and inaccurate (e.g., stating that microbes are added 'in the form of ethanol'). The overview is weak and lacks a clear synthesis of the information. Key features are mentioned, but the logical flow of the process is obscured by imprecise language and a lack of technical clarity. To improve, focus on accurately describing the transformation of inputs into outputs at each stage rather than listing steps in a disjointed manner.

Coherence and Cohesion — Band 5.0

The essay lacks a clear paragraph structure, appearing as a single block of text. While some cohesive devices are used, such as 'At first step', 'More over', and 'Subsequencely', they are often used incorrectly or mechanically. The progression of ideas is difficult to follow because the sentences do not link logically to one another. The referencing is also unclear, making it hard for the reader to track the stages of the cycle. Improving paragraphing and using a wider, more accurate range of linking words would significantly enhance the clarity of the report.

Lexical Resource — Band 5.0

The vocabulary is limited and frequently inaccurate. There are numerous spelling errors (e.g., 'edicts' for 'evident', 'ethnol' for 'ethanol', 'relesing' for 'releasing', 'afterword' for 'afterwards') and word choice issues (e.g., 'achived' instead of 'absorbed' or 'obtained'). The student struggles to use appropriate terminology for a process description. To reach a higher band, you must focus on learning the correct spelling of technical terms and using more precise verbs to describe scientific processes, such as 'convert', 'extract', or 'ferment'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that often impede communication. There are consistent issues with subject-verb agreement (e.g., 'Plants and trees are grow'), article usage, and sentence structure. Many sentences are fragmented or lack proper punctuation, making the text difficult to parse. While there is an attempt to use complex structures, they are almost always faulty. To improve, focus on mastering basic sentence construction, ensuring that subjects and verbs agree, and proofreading for common errors in tense and word order.

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