Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-08-26
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 illustrate how process of making ethanol was carried out and how it is renewable form of energy.
Overall, the making of ethanol is cyclic process in which plants and trees are processed in machines to extract sugar from it and after that microbes are added to complete the process of ethanol. However, it is used in vehicles which releases carbon dioxide which is a basic requirement for plants to grow.
When the plants and trees are grown it get harvested to start the process of making ethanol. Moreover, the harvested plants and trees are sent further for the pre-processing in machinery, in which cellulose are taken forward and other waste is extracted. From the cellulose the major processing to make sugar it carried out in labs where sugars are extracted from cellulose which leads to the final step of adding microbes to form ethanol.
Furthermore, the ethanol is used in cars, trucks, and airplanes which releases carbon dioxide. Which leads back to growth of plants. Plants and trees require sunlight and carbon dioxide to grow, it is a basic form of energy require for plants to grow. Where sunlight and carbon dioxide helps trees grow which starts the process of making ethanol.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| 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 features of the ethanol production process, including the cyclical nature of the cycle. However, the description is somewhat repetitive and lacks precision in describing the technical stages. For instance, the transition from 'pre-processing' to 'sugar extraction' is described in a general way rather than detailing the specific inputs and outputs shown in the diagram. While the main features are identified, the report would benefit from a more analytical approach to the data, focusing on the sequence of events rather than just listing them. The overview is present but could be more clearly integrated into the summary of the process.
Coherence and Cohesion — Band 6.0
The essay is organised into logical paragraphs, which helps the reader follow the process. Cohesive devices such as 'Moreover', 'Furthermore', and 'However' are used, though some are used mechanically or slightly inappropriately, such as starting a sentence with 'Which leads back to...'. The progression of ideas is generally clear, moving from the growth of plants to the final usage of ethanol. However, the referencing is occasionally weak, and the flow between sentences could be smoother to avoid a repetitive structure. Overall, the paragraphing is appropriate for an academic task.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task, allowing the student to describe the process clearly. There are attempts to use topic-specific vocabulary like 'cellulose', 'microbes', and 'renewable'. However, there are some inaccuracies in word choice and collocation, such as 'making of ethanol' (production of ethanol) and 'basic requirement' (essential component). The range of vocabulary is sufficient to convey the meaning, but it lacks the sophistication and precision required for a higher band score. Some phrasing is slightly informal or repetitive, which limits the overall lexical impact.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and complex sentence structures. There are several grammatical errors, particularly with subject-verb agreement (e.g., 'The diagram illustrate', 'it get harvested', 'cellulose are taken') and article usage. Punctuation is also inconsistent, with sentence fragments like 'Which leads back to growth of plants.' occurring. While these errors do not significantly impede communication, they are frequent enough to prevent a higher score. The student demonstrates an attempt at complex structures, but control over these structures is inconsistent, leading to errors in tense and pluralisation.
See this exact question answered at other band scores — the same prompt compared across bands.
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