Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-13
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 describes information about how a biofuel which is called ethanol is produced in several ways.
In the first phase, the sunlight and corbondioxide reaches to the trees and plants and the trees became to grow by using sunlight and corbondioxide. Then the second process harvesting starts, in this way the trees preprocessed and changes into cellulose after cellulose, the further processing accurs and is changed into sugars. Then microbes added in sugars and is changed into Ethanol.
The Ethanol is used as biogas and used in cars, trucks and airplanes, these vechiles releases corbondioxide into air which is used by plants and trees as energy source and the process of Ethanol starts again.
In this way the energy is nor destroyed and is again used to produce fuel for further energy.
In conclusion, the production of Ethanol takes place in several steps from plants to sugars and then energy is maked for used.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main stages of the ethanol production cycle shown in the diagram, beginning with the growth of plants using sunlight and carbon dioxide, through harvesting, cellulose conversion, sugar extraction, and microbe addition to produce ethanol, concluding with its use as a biofuel and the subsequent release of carbon dioxide. However, the explanation lacks precise details from the source diagram, such as the specific transformation steps or by-products. The student attempts to summarise the overall cyclical process, as seen in sentences like 'In this way the energy is nor destroyed and is again used to produce fuel for further energy.' Although the task is adequately addressed at a basic level, the generalisation and omission of specific intermediary steps place this response at Band 5.0.
Coherence and Cohesion — Band 5.0
The text demonstrates a basic overall arrangement, starting with an introduction, moving through the cyclical stages, and finishing with a brief conclusion. However, the progression is sometimes mechanical and repetitive. The student relies heavily on simple cohesive links such as 'Then', 'In this way', and 'After cellulose'. Paragraphing is attempted, but the grouping of sentences feels disjointed, with a very short middle paragraph that awkwardly mashes together the end-use and the cyclical nature of the process. Reference pronouns like 'which' and 'is changed' are occasionally vague or missing subjects, which impedes smooth reading. Overall, the organizational structure reflects Band 5.0 characteristics due to inadequate and repetitive cohesive devices.
Lexical Resource — Band 5.0
The vocabulary used is repetitive and basic, featuring frequent spelling errors such as 'corbondioxide' for carbon dioxide, 'accurs' for occurs, 'vechiles' for vehicles, and 'maked' for made. While the student attempts subject-specific terms like 'cellulose', 'microbes', and 'Ethanol', the range remains limited and minimally adequate for the task. Word choices are sometimes imprecise, for instance, 'trees preprocessed' or 'energy is maked for used'. Because of the noticeable spelling errors and restricted lexical range, the response aligns closely with Band 5.0.
Grammatical Range and Accuracy — Band 5.0
The writing displays a very limited range of sentence structures, relying primarily on simple sentences joined by coordinating conjunctions or repetitive time markers. Attempts at complex structures are often faulty or ungrammatical, such as 'the trees became to grow by using sunlight' and 'after cellulose, the further processing accurs and is changed into sugars' (missing subjects). Frequent errors in verb forms, prepositions, and active/passive voice choices (e.g., 'microbes added in sugars and is changed') cause noticeable difficulty for the reader. These persistent grammatical inaccuracies and limited control place the grammar at Band 4.5, rounded to 5.0 for overall comprehensibility.
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