Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-12

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 process chart depitcts h0w to biofuell called ethmol is produced summarise the information by selecting and reporting the main features , and make comparision where relevant

overall,is readdly aperant the process chat shows the manufucturing of biofuel to ethanol process first energy and sunlight go too plants grows then plants got harvesting cut by farmer and going into factories and then he made ethanol then it is ready to sell

firstly, sunlight energy inhale in plants then plants was grow with the help of sunlight then farmers cuting the trees then cuting tree go for pre processing machine and convert into cellulose then cellulose ,goes for lab and then added a sugar and then added microbes added

secondly , microbes convert into ethanol and ethanol is ready to . mostly ethanol is used for cars,trucks and plane its helps to surounding the earth this process is called biofuel production.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process of ethanol production but fails to provide a clear, professional summary. The introduction includes the prompt instructions rather than a paraphrase of the diagram. While the main stages are identified, the description is fragmented and lacks the analytical tone required for an Academic Task 1 report. Key features, such as the specific inputs (sunlight, water, CO2) and the transformation stages, are mentioned but not clearly linked or explained in a logical sequence. The overview is weak and does not effectively highlight the key stages of the process, resulting in a response that only partially addresses the requirements of the task.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the logical flow is hindered by poor sentence structure and a lack of effective cohesive devices. Transitions such as 'firstly' and 'secondly' are used, but they do not successfully connect the stages of the process in a meaningful way. The referencing is often unclear, and the progression of ideas feels disjointed. The paragraphing is present but does not serve to separate the stages of the process effectively. Overall, the text is difficult to follow because the relationships between the steps in the diagram are not clearly articulated.

Lexical Resource — Band 4.5

The vocabulary is very limited and repetitive, with frequent spelling errors (e.g., 'depitcts', 'h0w', 'biofuell', 'ethmol', 'readdly', 'aperant', 'manufucturing'). The range of vocabulary is insufficient to describe a technical process accurately. The student relies on basic, informal language ('he made ethanol', 'cuting the trees') rather than using precise terminology related to industrial or biological processes. The errors in spelling and word choice are frequent and occasionally impede the reader's understanding of the intended meaning.

Grammatical Range and Accuracy — Band 4.5

The response contains frequent grammatical errors, including issues with subject-verb agreement ('plants was grow'), verb tense consistency, and sentence construction. Many sentences are run-on or lack necessary punctuation, making them difficult to parse. There is a lack of complex sentence structures; the writing relies on simple, often fragmented clauses. The high frequency of errors, including basic mistakes in syntax and morphology, significantly impacts the clarity of the report and prevents the demonstration of a wider range of grammatical structures.

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