Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The above diagram illustrates that how a biofuel which is called ethanol is produced.Biofuel is ecofriendly Gas it is obtained through plants and wastes .
Overall the diagram clearly shows that how ethanol gas is produced . We all know that ethanol is gas which is produced naturally from plants and wastes.
In the above diagram there is several process that show how ethanol gas is produced.At first we know that plant needs sunlight and carbon dioxide as energy to Grow .The plants are harvested by machine or farmers and its sent to another process called sub process for purifying and after sub process the cellulose is obtained and it is used in labroratory by professors and scientists for processing after processing sugar is generated.After that in sugars the microbes is added and then finally the ethanol gas is made.The Gas is generted naturally from plants which cann't Harm environment.
The biofuel is used by people in there vehicles like cars , motorcycle, bus and in Aieroplane Also.Biofuel makes human life easier and comfortable.And after biofuel is used in vehicles the carbondioxide gas is generted.In overall process of ethanol production Plants plays a vital and cruical Roles.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the process, but it fails to accurately reflect the provided diagram. The student introduces external information not present in the prompt, such as 'professors and scientists' working in a laboratory, which is not supported by the visual data. Furthermore, the description of the process is somewhat inaccurate, as it misses key stages like the conversion of cellulose to sugar via enzymes. The summary lacks a clear focus on the technical steps of ethanol production, instead focusing on general knowledge about biofuels. To improve, focus strictly on the information provided in the diagram and ensure the sequence of steps is described accurately and objectively.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is repetitive and sometimes mechanical, such as the frequent use of 'In the above diagram' or 'After that'. Referencing is occasionally unclear, and the transition between the description of the process and the usage of the fuel is abrupt. The essay lacks a clear overview, which is essential for Task 1. To improve, use a wider variety of linking words (e.g., 'subsequently', 'following this', 'as a result') and ensure each paragraph has a clear, distinct purpose that contributes to the overall summary.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, with frequent misuse of terms. For example, 'ecofriendly Gas' is used to describe ethanol, which is technically inaccurate in this context. There are also issues with word choice, such as 'sub process' and 'Aieroplane'. The student relies on basic vocabulary and struggles to use precise terminology related to industrial processes (e.g., 'harvested', 'purifying', 'microbes'). To improve, focus on learning topic-specific vocabulary related to diagrams and processes, and pay closer attention to spelling and standard collocations.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with article usage ('the carbondioxide gas', 'the ethanol gas'), subject-verb agreement ('Plants plays', 'microbes is added'), and sentence structure. Punctuation is also inconsistent, with spaces missing before commas and periods. While there is an attempt at complex sentences, they are often faulty or awkward. To improve, focus on mastering basic sentence construction, specifically subject-verb agreement and the correct use of articles, before attempting more complex structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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