Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-08-21
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 diagram describe thet hoe we make biofuel and how the cycle of production of carbon diaoxide runs.
Pure form of biofuel is plants and trees that are bsic ingrediants of ethanol that is called biofuel.First of all plants and trees get energy and molicules from earth and sun.When the growth of plants and trees completed the process of harvesting started.After that pre_processing starts with the help of machines.Cellulose is made by pre_processing .With completion of this process,main processing is start.
In the chain of sugars macrobes are added.By adding macrobs in sugar,ethanol is made.Ethanol is the pure and complete form of biofuel.
After making biofuel,it is used in cars,trucks and other kin of vehicals.Engine of cas burs biofuel and produced carbon dioxide.With the help of silencers carbon dioxide relised in air.some carbon dioxide is used by plants and trees again and an amount of carbon dioxide become cause of pollution.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the ethanol production cycle, from plant growth to vehicle usage and carbon dioxide release. However, the description is somewhat simplistic and lacks the analytical tone required for an Academic Task 1 report. While the key features are identified, the explanation of the process is occasionally imprecise, such as referring to 'macrobes' instead of enzymes or yeast. The summary of the carbon dioxide cycle is present but could be more clearly linked to the diagram's visual flow. To improve, focus on using more precise technical terminology and ensuring the relationship between the stages is described with greater clarity and objectivity.
Coherence and Cohesion — Band 5.5
The essay is organised into three paragraphs, which helps the reader follow the process. However, the use of cohesive devices is quite mechanical and repetitive (e.g., 'After that', 'With completion of this process'). There are also issues with sentence-level cohesion, where the flow between ideas feels disjointed. Paragraphing is present, but the transition between the production phase and the consumption phase could be smoother. The referencing is sometimes unclear, and the overall progression of the report would benefit from a more sophisticated use of linking words to connect the stages of the cycle more logically.
Lexical Resource — Band 5.0
The vocabulary is limited and contains several errors in spelling and word choice that occasionally impede communication. For example, 'molicules' (molecules), 'bsic' (basic), 'ingrediants' (ingredients), 'kin' (kind), and 'vehicals' (vehicles) are misspelled. The term 'macrobes' is likely an incorrect usage for the biological agents involved in fermentation. While the student attempts to describe the process, the range of vocabulary is narrow and lacks the precision expected for a scientific process description. More attention to accurate spelling and the use of topic-specific vocabulary related to industrial processes is necessary.
Grammatical Range and Accuracy — Band 5.0
The response relies heavily on simple sentence structures. There are frequent grammatical errors, including subject-verb agreement issues ('This diagram describe', 'process of harvesting started', 'carbon dioxide relised'), missing articles, and incorrect verb tenses. Punctuation is also inconsistent, with several instances of missing spaces after commas and periods. While the meaning is generally understandable, the high frequency of errors in basic grammar and sentence construction prevents the response from reaching a higher band. To improve, focus on mastering basic sentence patterns and proofreading for common errors like subject-verb agreement and article usage.
See this exact question answered at other band scores — the same prompt compared across bands.
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