Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-08-28

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 diagram illustrates how a biofuel

called ethanol is manufactured.

Overall, the process involves

harvesting, processing and then the

production of biofuel which is after that

used in vehicles.

Plants and trees grow from the

sunlight and carbon dioxide, which

are then harvested. Preporessing starts

and cellulose is made. Which

go through the process under lab-

However, sugar is extracted and

microbes added. As a result of

ethanol is produced which is

then used in cars, trucks and

aeroplane. Furthermore carbon dioxide

released and the whole process

goes on to produce biofuel

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to meet the minimum word count requirement of 150 words, reaching only 92 words. This significantly impacts the ability to fully develop the response. While the student identifies the main stages of the ethanol production process, the description is highly fragmented and lacks the necessary detail to provide a comprehensive summary. Several steps are mentioned in isolation without sufficient explanation of how they relate to the overall cycle. To improve, the student must expand on the specific stages shown in the diagram, such as the transition from cellulose to sugar and the specific role of microbes, ensuring a more thorough report of the information provided.

Coherence and Cohesion — Band 5.0

The response is organized into short, disjointed paragraphs that lack logical flow. While there is a basic attempt at an introduction and a summary of the process, the transitions between sentences are often abrupt or missing. For example, the phrase 'Which go through the process under lab-' is a sentence fragment that disrupts the coherence of the explanation. The use of cohesive devices is minimal and sometimes misused, such as the awkward placement of 'However' in the second paragraph. To improve, the student should focus on using linking words to connect ideas more fluidly and ensure that each paragraph has a clear, unified focus.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive, relying heavily on words directly from the prompt. There is limited evidence of the ability to use a wider range of vocabulary to describe a technical process. Phrases like 'the whole process goes on to produce' are simplistic and lack the precision required for a task describing a scientific diagram. There are also errors in word choice and form, such as 'Preporessing' (likely a typo for preprocessing) and 'aeroplane' (which should be pluralized to match the context of vehicles). To improve, the student should incorporate more precise, process-oriented vocabulary such as 'fermentation', 'conversion', or 'breakdown'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede clarity. There are several sentence fragments, such as 'Which go through the process under lab-', and awkward phrasing like 'As a result of ethanol is produced'. Punctuation is also inconsistent, with missing commas and incorrect sentence boundaries. The range of grammatical structures is very limited, consisting mostly of simple sentences. To improve, the student needs to focus on constructing complete, grammatically correct sentences and practice using complex structures, such as passive voice, which is essential for describing industrial or scientific processes.

See this exact question answered at other band scores — the same prompt compared across bands.

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