Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-08-13
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 5.5)
The diagram presents that how a biofuel change into ethanol and the whole process.
Overall, it is clear from the image process that plants and trees grow and then harvesting it and from a process it convert into ethanol and then it use by car, trucks, and they produce carbon dioxide.
The whole diagram gives information about ethanol production. The Process divided in 4 to 5 parts in which start to end process describe in picture. First of all, plants grow by sunlight and inhale carbon dioxide. Farmers harvest it and send it to pre processing where cellulose collect. then it taken to industry for processing and there it make sugars particles and then Microbes are added in it, Which makes ethanol. Then it send to fueling stations. Aeroplane, cars used it and create carbon CO2 and release into atmosphere and then it again inhale by plants and trees and the process recycle again and again
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the ethanol production process, from plant growth to the final release of carbon dioxide. However, the overview is somewhat repetitive and lacks a professional, analytical tone. While the key features are identified, the description of the process is a bit simplistic. For example, stating 'the process recycle again and again' is a vague summary of the cyclic nature of the diagram. To improve, you should focus on grouping the stages more logically and using more precise terminology to describe the transformation of raw materials into fuel, ensuring the summary highlights the cyclical nature of the carbon footprint more effectively.
Coherence and Cohesion — Band 5.5
The essay is organised into three short paragraphs, but the logical flow is hindered by repetitive phrasing and a lack of sophisticated cohesive devices. While you use some transition words like 'First of all' and 'then', the connections between sentences often feel mechanical. The paragraphing is also slightly unbalanced, with a very long second paragraph that covers too many distinct steps without clear internal signposting. To reach a higher band, focus on using a wider variety of linking words and ensuring that each paragraph has a clear, singular focus, such as separating the production phase from the consumption and environmental impact phase.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task but lacks the precision required for a higher band. You rely on basic verbs like 'make', 'send', and 'use', which do not accurately describe industrial processes. Phrases like 'sugar particles' and 'process recycle' are imprecise. There are also some minor errors in word choice, such as 'The diagram presents that how', which is grammatically awkward. To improve, incorporate more topic-specific vocabulary related to industrial processes, such as 'fermentation', 'conversion', 'raw materials', and 'emissions', to demonstrate a more sophisticated command of the language.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede the flow. Issues include subject-verb agreement (e.g., 'it use by car'), incorrect verb forms (e.g., 'it taken to industry'), and missing articles or prepositions. Punctuation is also inconsistent, particularly with the use of commas and capital letters in the middle of sentences. While the meaning is generally clear, the high frequency of these errors prevents the writing from reaching a higher band. Focusing on basic sentence construction and proofreading for subject-verb agreement would be highly beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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