Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-14

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)

Cycle

The given figure illustrates the procedure for the synthesis of ethanol. Overall, this is a lengthy process of ethanol production with multiple complicated steps.

On a cursory look, it becomes evident that the whole operation commences with the energy consumption by plants which includes sunlight and carbon dioxide, which are consumed for growth by plants and trees. Following this, plants and trees are harvested by tractor machines. Later on, these harvested plants and trees go through a pre-processing machine and gain macro gains. Thereafter, these macro grains are converted into cellulose.

Afterwards, cellulose transferred to sugar factories and reacted with chemicals. After reactions, cellulose is converted to sugars. Subsequently, ethanol is produced by adding microbes. Eventually, this ethanol was employed as a biofuel in a variety of vehicles, including airplanes, trucks, and cars. After using biofuel, these cars emit carbon dioxide, which spreads through the air and is consumed by plants and trees, and the process continues.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response successfully covers all the main stages of the ethanol production process shown in the diagram, beginning with energy consumption by plants, harvesting, pre-processing into macro grains, conversion to cellulose, chemical reactions in sugar factories, addition of microbes, and finally utilization and carbon dioxide emission. An overview is provided, highlighting that it is a lengthy process. However, some stages could be expanded slightly to present a more comprehensive picture. For instance, the description moves very quickly through the various steps without exploring all comparative or specific details fully. Nonetheless, the task is adequately addressed, and the key features are successfully selected and reported, matching the requirements of a Band 6.0.

Coherence and Cohesion — Band 5.5

The report displays an overall coherent arrangement with a clear introduction and chronological sequencing. The student attempts to guide the reader through the stages using various cohesive devices such as 'Following this', 'Later on', 'Thereafter', 'Afterwards', 'Subsequently', and 'Eventually'. However, paragraphing is somewhat weak, with the body of the text lumped together into a single large block rather than being divided into logical sub-stages. Furthermore, referencing is occasionally awkward, such as in the phrase 'cellulose transferred to sugar factories', which lacks an auxiliary verb. While the progression is generally logical, the lack of effective paragraphing and occasional mechanical cohesion keeps this criterion at a Band 6.0.

Lexical Resource — Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating terms related to the process such as 'procedure', 'synthesis', 'harvested', 'pre-processing', 'cellulose', 'microbes', and 'biofuel'. However, there are noticeable word choice and collocation issues. For example, 'macro gains' and 'macro grains' appear instead of the correct terms, and phrases like 'cursory look' feel somewhat unnatural in an Academic Task 1 response. There are also occasional lexical inaccuracies, such as 'energy consumption by plants which includes sunlight and carbon dioxide'. The vocabulary is sufficient to communicate the main points, but the frequent inaccuracies prevent it from reaching a higher band, placing it at a Band 5.5.

Grammatical Range and Accuracy — Band 5.5

The response includes a mix of simple and complex sentence structures, such as passive voice constructions ('cellulose is converted to sugars', 'ethanol is produced') which are appropriate for a process diagram. However, grammar and punctuation errors are frequent. There are missing auxiliary verbs (e.g., 'cellulose transferred to sugar factories'), tense inconsistencies (e.g., mixing present tense descriptions with past tense like 'this ethanol was employed'), and awkward phrasing (e.g., 'gain macro gains'). These errors occasionally disrupt the flow of reading, though they rarely obscure the overall meaning entirely. This level of control aligns with a Band 5.5.

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

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