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 illustrates the production of a biofuel called ethanol.
Plants grow using direct sunlight and carbon dioxide. And after that these plants become a rich source for the production of ethanol by passing through many different procedures. In the end carbon dioxide produced from burning ethanol goes directly into the environment so it is a renewable process.
In biofuel production, the first step is harvesting in which plants and tress are cutting down and proceed to the next step called pre-processing. In pre-processing wood is obtained from trees. Then the wood is carried out to make cellulose. This step is very significant.
In the forth manufacturing step, the processing of cellulose take place in factories and in the result sugar is obtained. Further microbes are adding into sugar cane and the ethanol is produced from this. The ethanol then used in different vehicles for example, in cars, trucks and in aeroplanes. These vehicles use ethanol and emit carbon dioxide after burning of ethanol. The carbon dioxide then goes to the environment and becomes a source for the production of trees.
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 process, from plant growth to vehicle usage. However, the description is somewhat superficial and lacks a clear overview or summary of the cyclical nature of the process. While the key steps are identified, the explanation of the transition from cellulose to sugar and then to ethanol is slightly inaccurate and lacks technical precision. The response would benefit from a more structured approach that highlights the key stages more distinctly, rather than simply listing them. The inclusion of the environmental impact is relevant, but the overall summary of the process could be more analytical.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, which helps the reader follow the process. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'In the end', 'In biofuel production', 'In the forth manufacturing step'). The progression of ideas is logical, but the transitions between sentences could be smoother. Referencing is generally clear, though some sentences feel disjointed. The paragraphing is functional, but the internal structure of the paragraphs could be improved by using a wider variety of linking words to connect the stages of the process more effectively.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task, allowing the student to describe the process clearly. There are some attempts at using topic-specific vocabulary such as 'harvesting', 'pre-processing', 'cellulose', and 'renewable'. However, there are some inaccuracies in word choice and collocation, such as 'trees are cutting down' (should be 'cut down') and 'microbes are adding into' (should be 'added to'). The range is sufficient to convey the main points, but it lacks the sophistication required for a higher band. Improving the precision of technical terms and correcting basic collocation errors would enhance the quality of the writing.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and some complex sentence structures. There are several grammatical errors throughout the text, such as 'trees are cutting down' (passive voice error), 'the processing of cellulose take place' (subject-verb agreement), and 'microbes are adding into' (passive voice error). Punctuation is generally acceptable, but there are minor issues with sentence construction. While these errors do not significantly impede communication, they occur frequently enough to prevent a higher score. Increasing the variety of complex structures and ensuring greater accuracy in verb forms and passive constructions would be beneficial.
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