Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-02

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)

This picture illustrate the Biofuel production, basically how ethanol is made. Biofuel is very important kind of fuel. It is a very rare fuel because we get this fuel from nature. Ethanol is also less harmful for the environment compared to the other fuel.

So, the process of making ethanol start from the energy means from the sunlight and carbon dioxide which plants consume and grow then it is harvesting by farmer or by workers. After harvesting it goes for the pre-processing, where cellulose is found and after that it goes for the processing to extract the sugars from cellulose. In the last step of making ethanol is adding Microbes in sugars and after that we get the pure ethanol.

After getting pure ethanol we can used that ethanol in vehicles like plane, truck, cars, etc. This vehicles again produce the carbon dioxide in the environment which is again consume by the tree. Ethanol is also a less expensive than patrol or CNG.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process but fails to maintain an academic tone. It includes significant irrelevant information, such as personal opinions on the environmental benefits of ethanol and its cost compared to petrol, which are not present in the diagram. While the main stages (growth, harvesting, pre-processing, processing, and fermentation) are mentioned, the description is overly simplistic and lacks the analytical detail required for an Academic Task 1 report. The overview is missing, and the focus shifts away from the visual data provided toward general knowledge, which limits the score.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is mechanical and sometimes inappropriate, such as starting a paragraph with 'So,'. The logical progression is hindered by the inclusion of irrelevant commentary, which disrupts the flow of the process description. Referencing is sometimes unclear, and the transition between the production steps and the final usage of the fuel is abrupt. More sophisticated linking words are needed to connect the stages of the process effectively.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. The student relies on basic terms like 'making', 'get', and 'things'. There are also errors in word choice, such as 'energy means' and 'patrol' (instead of petrol). The range is insufficient to describe a technical process with precision. To improve, the student should use more specific terminology related to industrial processes, such as 'conversion', 'fermentation', 'distillation', or 'raw materials'. The current vocabulary is just enough to convey the basic meaning but lacks the flexibility and precision expected at higher bands.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. Examples include subject-verb agreement issues ('process... start', 'This vehicles... produce'), incorrect verb forms ('can used'), and missing articles ('in the environment which is again consume'). The sentence structures are mostly simple, with limited attempts at complex sentences. Punctuation is also inconsistent. While the meaning is generally understandable, the high frequency of errors in basic grammar prevents the response from reaching a higher band. Focusing on verb tenses and pluralisation would significantly improve the accuracy of the writing.

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

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