Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-08-14
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)
This cycle of ethanol production comprises of various stages including harvesting , processing and production. After the production ethanol is used for transportation purpose and it release carbon dioxide in atmosphere. This carbon dioxide is used again for the synthesis of biofuels. Overall, the process contain three to four stages in which biofuel is synthesized. First of all plant and trees use carbon dioxide and energy for their food and form glucose. These plants as a raw material are harvested and get crushed in pre processing stage as a result cellulose is produced that contains sugar molecules. These sugar molecules play a vital role in the production of ethanol. Finally, ethanol is produced by adding microbes in sugar molecules. Hence in this way the ethanol is produced by different processes including harvesting , pre-processing and processing. This cycle remains continue as after the production of ethanol it is used in transportation. Consequently carbon dioxide is released after biofuel consumption and this carbon dioxide is used by plants for the production of energy. Hence, this cycle shows the synthesis of ethanol by plants through different stages.
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 cycle, including the biological synthesis and the industrial processing. However, the report lacks a clear overview or summary of the process as a whole, which is a key requirement for Task 1. The description is somewhat repetitive, particularly in the final section where the cycle is explained multiple times. While the main features are identified, the response would benefit from a more structured approach that clearly distinguishes between the biological growth phase and the industrial conversion phase to better highlight the cyclical nature of the process.
Coherence and Cohesion — Band 5.5
The response is coherent overall, but the paragraphing is insufficient; the entire text is presented as a single block, which hinders readability. While cohesive devices such as 'First of all', 'Finally', and 'Consequently' are used, they are sometimes used mechanically. The progression of ideas is logical, but the repetitive nature of the explanation in the latter half of the text makes the flow feel somewhat circular rather than progressive. Improving the use of paragraphing to separate the biological cycle from the industrial production stages would significantly enhance the clarity and structure of the report.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task, with terms like 'synthesis', 'cellulose', and 'microbes' used correctly. However, there is a lack of variety in the language used to describe the process. Phrases like 'in this way' and 'different processes' are somewhat generic. There are also minor issues with word choice, such as 'This cycle remains continue', which is grammatically incorrect and lexically imprecise. To reach a higher band, the student should aim to use more precise verbs and nouns related to industrial processes and chemical reactions, while avoiding repetitive phrasing.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures. However, there are several grammatical errors that occur throughout the text, such as 'comprises of' (should be 'comprises'), 'it release' (should be 'it releases'), and 'the process contain' (should be 'the process contains'). Additionally, there are punctuation issues, such as unnecessary spaces before commas. While these errors do not impede communication, they occur frequently enough to prevent the response from reaching a higher band. A greater focus on subject-verb agreement and consistent tense usage is recommended.
See this exact question answered at other band scores — the same prompt compared across bands.
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