Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-15
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 about how ethanol gas is formed.
Overall it is clear that firstly ethanol gas is produce by sugarcan and the formation of sugarcan is given by sunlight and carbon dioxide
As we can see that the secondly we pre-processing the sugarcan in factory and then we goes for processing and mixing the some chemicals like cellulose after that mixing it together well.
After that we added microbes in ethanol and then it is ready to use for mechanical things like cargo,car and loading trucks in this way we prepare the ethanol
As we ues ethanol instead of petrol is only comparing in price only but if we use petrol it give the better milage and not harm the mechanical things in this way we use ethanol as oue daily life instead of petrol so as we can see the there is no any kind of ethanol is available in oue nepal but ws can see the ethanol in india.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
The response fails to meet the requirements of an Academic Task 1 report. Instead of objectively describing the process shown in the diagram, the response includes subjective, irrelevant commentary about fuel prices, mileage, and the availability of ethanol in Nepal and India. These points are not present in the diagram and are therefore off-topic. While the student identifies the main stages (sugarcane growth, pre-processing, and fermentation), the description is inaccurate and lacks the necessary detail to explain the process clearly. The task requires a neutral summary of the visual information, not a personal opinion or external knowledge.
Coherence and Cohesion — Band 5.0
The essay is divided into short, disjointed paragraphs. While there is an attempt at logical sequencing, the use of cohesive devices is mechanical and often misused (e.g., 'As we can see that the secondly we pre-processing'). The progression of ideas is hindered by the inclusion of irrelevant information in the final paragraph, which breaks the flow of the report. Referencing is often unclear, and the transition between the process description and the personal commentary is abrupt, making the overall structure difficult to follow.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, often relying on informal or inaccurate phrasing. Words like 'mechanical things' and 'loading trucks' are imprecise for a technical process description. There are also frequent spelling errors, such as 'sugarcan' (sugarcane), 'ues' (use), 'oue' (our), and 'ws' (we). The range of vocabulary is insufficient to describe the technical stages of ethanol production accurately. The student struggles to use appropriate terminology for a scientific or industrial process, which significantly limits the clarity of the report.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that impede communication. There are consistent issues with subject-verb agreement (e.g., 'ethanol gas is produce'), tense usage, and sentence structure (e.g., 'the formation of sugarcan is given by sunlight'). The sentence construction is often awkward and lacks the complexity required for higher bands. Punctuation is also inconsistent, with missing commas and run-on sentences. The errors are frequent and pervasive throughout the text, making it difficult for the reader to follow the intended meaning.
See this exact question answered at other band scores — the same prompt compared across bands.
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