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)
The given diagram illustrates the life cycle of biofuel production, how ethanol is manufactured.
Overall, the layout consists of different stages started from plants and trees grow in summer season, while ended up to ethanol produced and carbon dioxides extract from this process, above all went into distribution process.
To begin in summer season the plants and tress grew up rapidly, whereas the energy has sunlight and carbon dioxide interact with these trees and plants. In the next stage, harvesting process occur through farmer. Furthermore, pre- processing method happened and proceed cellulose by given plats and tress. Moreover, the cellulose convert into tiny particles and went into laboratories for checking. In addition, laboratory procedure they made into minor sugar particles. After that, microbes added into sugars and Ethanol is prepared through these steps.
Ultimately, carbon dioxide moved circular motion throughout the whole process. Additionally, ethanol is processed from this method and went into transportation process through by air, by truck and a car.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main stages of the ethanol production process, from plant growth to distribution. However, the description is somewhat mechanical and lacks a clear overview of the cyclical nature of the process. While the key stages are identified, the explanation of the chemical or technical transitions (such as the conversion of cellulose to sugar) is simplified to the point of being vague. The summary of the diagram is present but could be more analytical by highlighting the relationship between the inputs and outputs more effectively. The response meets the requirements of the task but lacks the depth of detail expected for a higher band.
Coherence and Cohesion — Band 5.5
The essay is organized into logical paragraphs, which helps the reader follow the process. However, the use of cohesive devices is often repetitive and sometimes mechanical. For example, the frequent use of 'Furthermore', 'Moreover', and 'In addition' feels forced rather than natural. Additionally, some transitions between sentences are slightly awkward, such as 'Ultimately, carbon dioxide moved circular motion throughout the whole process'. While the progression of ideas is generally clear, the lack of sophisticated linking words and occasional referencing errors (e.g., 'these trees and plants' without a clear antecedent in the previous clause) limits the flow.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task but lacks precision and variety. There are several instances of awkward word choices, such as 'energy has sunlight' instead of 'energy from sunlight' and 'proceed cellulose' instead of 'process cellulose'. The student relies on basic terminology and struggles with collocations related to industrial processes. While the meaning is generally conveyed, the lack of more specific, academic vocabulary (e.g., 'fermentation', 'breakdown', 'by-product') prevents the response from reaching a higher band. Spelling is generally accurate, but the range of vocabulary is limited.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include incorrect verb tenses (e.g., 'plants and trees grew up' instead of 'grow'), missing articles, and awkward phrasing such as 'through by air, by truck and a car'. Subject-verb agreement is also inconsistent. While the student attempts to use complex sentences, these are often marred by errors in preposition use and word order. The control of grammar is insufficient for a higher band, as the errors are noticeable throughout the text.
See this exact question answered at other band scores — the same prompt compared across bands.
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