Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-08-27
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 picture diagram provides the information about how ethanol is generated. It is clear that the process initiates with getting energy from sunlight and carbon dioxide, whereas terminates with transporting a biofuel.
To commence with, in the first stage the sunlight energy and carbon dioxide is generated. Moreover, the trees and plants are grown on to the land, then this plants are harvested by men with the use of tractor. Thirdly, the plants are made into smaller pieces while following the pre-processing and cellulose are occurred.
Furthermore, the cellulose are mixed with the chemical compounds into a factory labs, where sugars substances are added with microbes. Finally, ethanol is ready to used by three distinct modes of transports. Namely car, airplane, and truck. Interestingly, again carbon dioxide is formed by different vehicles and involves into environment and process is continue to create biofuel.
Overall, it have been evident that process is simple, in which every stages play crucial role in generating 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 stages of the ethanol production process, from the growth of plants to the final distribution. However, the description of the process is somewhat inaccurate in places. For example, stating that 'sunlight energy and carbon dioxide is generated' in the first stage is factually incorrect based on the diagram, which shows these as inputs for plant growth. Additionally, the explanation of the chemical process is vague, referring to 'factory labs' and 'microbes' without clearly linking the stages shown in the diagram. While the main features are identified, the lack of precision in describing the technical steps limits the score. A more careful observation of the provided diagram would improve the accuracy of the summary.
Coherence and Cohesion — Band 6.0
The essay is organised into logical paragraphs, which helps the reader follow the sequence of the process. The use of cohesive devices such as 'To commence with', 'Furthermore', and 'Finally' provides a basic structure. However, some transitions are mechanical or slightly awkward, such as 'Thirdly, the plants are made into smaller pieces while following the pre-processing and cellulose are occurred.' The referencing is occasionally unclear, particularly in the final paragraph where the connection between the vehicles and the environment is somewhat disjointed. Overall, the progression of ideas is present but could be smoother and more sophisticated.
Lexical Resource — Band 5.5
The vocabulary used is generally adequate for the task but lacks the precision required for a higher band. There are several instances of awkward word choices or incorrect collocations, such as 'picture diagram', 'cellulose are occurred', and 'ready to used'. The range of vocabulary is somewhat limited, relying on basic descriptors. To improve, the student should focus on using more precise terminology related to industrial processes (e.g., 'fermentation', 'conversion', 'distribution') and ensure that word forms are used correctly in context. The current level of vocabulary is sufficient to convey the general meaning but lacks the flexibility expected at higher levels.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally distract the reader. Issues include subject-verb agreement (e.g., 'this plants are', 'cellulose are mixed'), incorrect passive voice construction (e.g., 'ready to used'), and missing articles. While the meaning is generally clear, these persistent errors indicate a lack of control over complex structures. To achieve a higher score, the student needs to focus on basic grammatical accuracy, particularly with pluralisation and verb forms, before attempting more complex sentence patterns.
See this exact question answered at other band scores — the same prompt compared across bands.
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