Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-09
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 shows the information about biofuel prduction and how ethanol is made.
This diagram is also showing the process that how it is flowing with tha proper structure.
First of all, the diagram shows that how this process starts, like the trees get energy in the form of sunlight and carbon dioccide.
Second of all, the farmers harvest them through machines and the material go for the pre-processing.
After processing and checking from the factories the main material sent for the addition of sugars.
when the sugars are added then the material is ready for addition of some microbes.
After all of this process, the material is called Ethanol, then it sent for export through cars, heavy trucks, and air planes.
The most important thing is that these things like cars, trucks and air planes produce carbon dioccide in the air and plants and trees observe these gasses from the air and grow-up easily.
This process reapeted many times and making a life possible and fulfill the requirements of the people.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| 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 process, from the growth of plants to the final export and consumption. However, the description is somewhat simplistic and lacks a clear overview or summary of the process as a whole. The student focuses on listing steps rather than synthesising the information or highlighting key features. The explanation of the cycle (carbon dioxide absorption and emission) is included, but the connection between the stages could be more analytical. To improve, ensure you provide a clear introductory summary that outlines the main stages and avoid overly narrative language like 'First of all' or 'Second of all'.
Coherence and Cohesion — Band 5.5
The response is organised in a chronological sequence, which helps the reader follow the process. However, the paragraphing is poor; the entire response is written as a single block of text, which hinders readability. While some cohesive devices are used (e.g., 'First of all', 'After all of this process'), they are somewhat repetitive and mechanical. The transition between the production process and the environmental impact is abrupt. To achieve a higher band, use clear paragraph breaks to separate the introduction, the main process stages, and the concluding cycle, and vary your linking words.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks the precision required for a technical process description. There are several spelling errors, such as 'prduction', 'dioccide', and 'reapeted'. The word choice is often informal or imprecise, such as 'grow-up easily' or 'these things'. To improve, focus on using more academic and precise terminology related to industrial processes, such as 'cultivation', 'fermentation', 'emissions', and 'sequester'. Expanding your range of vocabulary will help you describe the diagram with greater accuracy and sophistication.
Grammatical Range and Accuracy — Band 5.0
The response relies heavily on simple sentence structures. While there are attempts at complex sentences, they often contain grammatical errors, such as 'the diagram shows that how this process starts' and 'the material go for the pre-processing'. There are also issues with article usage and subject-verb agreement (e.g., 'plants and trees observe these gasses'). Punctuation is generally functional, but the overall control of complex structures is weak. To improve, practice using passive voice, which is essential for describing industrial processes, and work on eliminating basic errors in verb tense and pluralisation.
See this exact question answered at other band scores — the same prompt compared across bands.
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