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 trees are cutting down and proceeding 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 simplistic and lacks a clear overview or summary of the cyclical nature of the process. While the main features are identified, the explanation of the steps—such as 'harvesting' and 'pre-processing'—could be more precise. The response would benefit from a clearer introduction that synthesizes the overall process rather than just stating what the diagram illustrates. Some details, like the specific conversion of cellulose to sugar, are mentioned, but the overall flow could be more analytical to better meet the requirements for a higher band.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive. Phrases like 'And after that', 'In the end', and 'In the forth manufacturing step' are used to link ideas, but they lack variety and sophistication. The progression of ideas is generally logical, but the transitions between the stages of the process could be smoother. Referencing is mostly clear, but the overall structure feels a bit disjointed due to the reliance on simple sentence connectors rather than more complex cohesive links.
Lexical Resource — Band 5.5
The vocabulary used is adequate for the task but lacks the precision and range expected at higher levels. Terms like 'procedures', 'manufacturing step', and 'significant' are used correctly, but there is a reliance on basic vocabulary. There are also some awkward collocations and word choices, such as 'plants and trees are cutting down' (should be 'cut down') and 'microbes are adding into' (should be 'added to'). To improve, the student should incorporate more topic-specific terminology related to industrial processes and chemical transformations, and ensure better control over word forms.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors that occasionally distract the reader. Examples include 'trees are cutting down' (passive voice error), 'processing of cellulose take place' (subject-verb agreement error), and 'microbes are adding into' (incorrect passive construction). Additionally, there are minor punctuation and spelling issues, such as 'forth' instead of 'fourth'. While the meaning is generally clear, the frequency of these errors limits the score. Increasing the variety of complex structures while ensuring accuracy in verb tenses and passive voice would significantly improve the score.
See this exact question answered at other band scores — the same prompt compared across bands.
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