Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-11

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 diagram illustrates the production of biofuel aslo called ethanol. Energy is passing through the Plants then harvesting and then cellulose is produce. After this process, sugar is produce then ethanol is produce. Ethanol is packed in different vehicle and carbon dioxide is formed. Energy includes the Sunlight and also carbon dioxide move to the plants and tree. Which are then grow in sgape and size,than these plants are harvesting After harvest the crop pre processing is start and cellulose is make After cellulose is formed,there is againb processing is start and sugar is produced In sugar, microbes added and after this ethanol is produce. Ethanol is then packed into different transport included car,truck ans also in aroplane From these vehicles,carbon dioxide is move. and this carbon dioxide is also now as biofuel

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student attempts to describe the stages of ethanol production, the summary is repetitive and lacks a clear overview of the process. The description of the stages is somewhat mechanical, listing steps without effectively synthesising the information or highlighting the key features of the cycle. Furthermore, the final sentence contains a factual error, misidentifying carbon dioxide as the biofuel itself, rather than a byproduct. To improve, ensure all stages are described accurately and the response meets the length requirement.

Coherence and Cohesion — Band 5.0

The response is organised into short, choppy sentences that lack logical flow. The use of cohesive devices is very limited and often repetitive (e.g., 'After this process', 'After cellulose is formed', 'After this'). Paragraphing is ineffective, as the text is presented in a way that does not clearly separate the stages of the process. The referencing is sometimes unclear, making it difficult for the reader to follow the progression of the cycle. To improve, use a wider variety of linking words and phrases to connect ideas more fluidly and structure the report into distinct, logical paragraphs.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive, relying heavily on simple verbs like 'produce' and 'make'. There are several instances of incorrect word choice and spelling errors, such as 'aslo', 'sgape', 'againb', and 'ans'. The student struggles to use precise technical terminology related to the diagram, such as 'pre-processing' or 'fermentation'. The range of vocabulary is insufficient to convey the information with the necessary precision for an Academic Task 1 response. Expanding your vocabulary to include more descriptive and process-oriented terms is essential for a higher score.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede clarity. There are consistent issues with subject-verb agreement (e.g., 'sugar is produce', 'plants are harvesting'), incorrect verb tenses, and missing articles. The sentence structures are predominantly simple, with very few attempts at complex sentences. Punctuation is also inconsistent, with several run-on sentences and misplaced periods. These errors occur throughout the text and frequently distract the reader. Focusing on basic sentence construction, correct verb forms, and proofreading for spelling and punctuation would significantly improve the quality of the writing.

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