Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-06
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 diagram illustrates the different processes how to be produced the ethanol with the help of biofuel.
This process contains different parts. Firstly, plants and trees grow under the sunlight and the produced energy and carbon dioxide. Different types of crops harvesting with the help of tractor. Then this crop go to industry for pre-processing after this process they generate cellulose and this cellulose goes to lab for chemical processing and make sugars.
After making sugars, Microbes added and make very good process to produced Ethanol. This is a good option for transport industry to run out
transport. This Ethanol is used in cars, buses, Airplane. After this they produced carbon dioxide which they pollute the environment and reduced the oxygen level which causes many different health problems
related to lungs problems. This is all about the process how to biofuel production make and how to ethanol is made. This is a very simple method. And its very cheap method to produced energy.
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 maintain an objective, academic tone. The student includes subjective commentary, such as 'This is a good option' and 'they pollute the environment', which is not part of the diagram and is irrelevant to the task of summarizing the process. While the main stages are identified, the description is superficial and lacks the necessary detail to fully explain the transformation of crops into ethanol. The inclusion of external opinions rather than focusing on the provided visual data results in a failure to fully address the requirements of an Academic Task 1 report.
Coherence and Cohesion — Band 5.0
The response lacks clear paragraphing, appearing as a single block of text. While there are some attempts at sequencing using words like 'Firstly', 'Then', and 'After', the progression is mechanical and sometimes confusing. The transition between the technical process and the student's personal commentary on pollution is abrupt and lacks logical flow. Referencing is often unclear, such as in the phrase 'After this they produced carbon dioxide', where the subject 'they' is ambiguous. The overall structure is disjointed, making it difficult for the reader to follow the stages of the process logically.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive. The student relies on basic verbs like 'make', 'produced', and 'go', which lack the precision required for a technical description. There are also errors in word formation and collocation, such as 'run out transport' and 'biofuel production make'. The use of informal language, such as 'very good process', is inappropriate for an academic report. To improve, the student needs to use more precise technical terminology related to industrial processes and avoid subjective, evaluative language.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are significant issues with sentence structure, such as 'the different processes how to be produced the ethanol' and 'Different types of crops harvesting with the help of tractor'. Subject-verb agreement and tense consistency are problematic throughout the text. The student relies primarily on simple sentence structures, and attempts at more complex sentences often result in errors, such as 'This is all about the process how to biofuel production make'. Punctuation is also inconsistent, with several run-on sentences and misused capital letters.
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