Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-07
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)
Part-1
The diagram illustrates how biofuel called ethanol is made
Overall, the production is start with energy by use of sunlight and carbon dioxide which help plant and tree to grow and end with microbes adding to convert carbon dioxide in to energy, it is cycle of different vinicles making ethanol which is repeated.
To began with, start with energy sunlight and carbon dioxide which is use for generate energy. It is help to grow plants and trees. In second phase plants are harvested and go for pre processing which is make them cellulose, after that cellulose go further for processing, and make sugars.
Furthermore, those sugars are added in microbes and make ethanol, this ethanol is use in vehicles to run them and those vehicles than produce carbon dioxide which is add in air and make energy, so it is a cycle how energy use for generating ethanol and how in last carbon dioxide reduce and make cycle also repeat.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the ethanol production cycle, from the growth of plants to the use of fuel in vehicles. However, the description is somewhat repetitive and lacks precision in technical terminology. While the overall process is identified, the explanation of the cycle is slightly confused, particularly in the final paragraph where the link between carbon dioxide and energy generation is described inaccurately. The overview is present but could be more clearly articulated to highlight the cyclical nature of the process more effectively. To improve, ensure that the relationship between each stage is described with greater clarity and accuracy regarding the scientific process shown in the diagram.
Coherence and Cohesion — Band 5.5
The essay is organised into logical paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and occasionally repetitive, such as the frequent use of 'start with' and 'make'. The transition between sentences is sometimes abrupt, and the referencing (e.g., 'those vehicles') is occasionally unclear. While there is a basic structure, the flow between ideas could be improved by using a wider variety of linking words and ensuring that each sentence builds logically upon the previous one. The paragraphing is appropriate, but the internal cohesion needs more refinement to achieve a higher band.
Lexical Resource — Band 5.5
The vocabulary is limited and repetitive, relying heavily on basic verbs like 'make', 'use', and 'grow'. There is an attempt to use process-related terms like 'harvested', 'cellulose', and 'microbes', but these are not always used in the correct context or with accurate collocations. For example, 'vinicles' is a misspelling of 'vehicles', and 'in last' is an unnatural phrasing. To improve, you should aim to incorporate more precise vocabulary related to industrial processes, such as 'conversion', 'fermentation', 'extraction', or 'combustion', and focus on using more varied verbs to describe the stages of the diagram.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede the flow of reading. Issues include subject-verb agreement (e.g., 'production is start'), incorrect verb forms (e.g., 'is use for generate'), and missing articles. Punctuation is also inconsistent, with some run-on sentences that lack proper conjunctions or full stops. While the meaning is generally understandable, the high frequency of errors in basic sentence construction prevents the writing from reaching a higher band. Focusing on consistent verb tenses and correct sentence structure will significantly improve the clarity of your writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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