Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The diagram illustrate the process of producing ethanol, a type of biofule.
Overall, this is cyclical production that starts with plants absorbing energy from sunlight and carbon dioxide. When the plants grow then the process is starting. In the begning plants are harvesting with agricultural equipments and further go for pre perocessing of biofule production and this process producing cellulose. These cellulose went to the labortries for further processing with cemicals. After this the sugars is made in labortries. After these all process the microbes add on in sugars and convert sugars into ethanol, a type of biofule that are use in many transport vehicles like car, truks and aeroplanes e.c.t.
This is a cyclical process so that vehicles also produce carbon dioxide when they gain energy from ethanol they can be burn and produce Co2. Further the gas that produce is spread in air and the plants use this for energy.
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 attempts to summarize the diagram showing the production of ethanol, noting both the cyclical nature of the process and key stages such as plant growth, harvesting, pre-processing, laboratory processing, and the addition of microbes. However, the overview is rather simplistic ('this is cyclical production that starts with plants absorbing energy'), and the reporting of main features lacks clear structure and accurate detail. Important features such as the inputs (sunlight, carbon dioxide, water) and specific intermediate steps are partially missed or rendered unclear. The description covers the general pathway but does not fully or precisely report all relevant features of the diagram, placing it within the Band 5 descriptors where the task is addressed only partially and ideas are somewhat limited.
Coherence and Cohesion — Band 5.0
The text is organized into brief paragraphs representing the introduction, the main process, and the cycle conclusion. However, progression is frequently disrupted by awkward transitions and mechanical or inaccurate cohesive devices, such as 'In the begning', 'further go for', 'These cellulose went', and 'After these all process'. Referencing is also occasionally unclear, such as 'These cellulose went' where 'cellulose' is treated as plural or the pronoun reference is imprecise. Paragraphing is attempted, but the internal logical flow suffers from run-on phrasing and abrupt shifts between sentences. This performance aligns closely with Band 5, which features some overall organization and referencing but lacks clear overall progression and displays inadequate or repetitive cohesive devices.
Lexical Resource — Band 5.0
The student attempts to use topic-specific vocabulary related to the process, such as 'cellulose', 'microbes', 'ethanol', 'biofuel', and 'carbon dioxide'. However, there are numerous spelling errors ('biofule', 'begning', 'harvesting' used for harvested, 'perocessing', 'labortries', 'cemicals', 'truks', 'e.c.t.') and word-choice inaccuracies ('plants are harvesting with agricultural equipments'). The range of vocabulary is limited and repetitive, and the noticeable errors cause some difficulty for the reader. This falls squarely under Band 5, where the lexical resource is limited and noticeable errors impede smooth reading.
Grammatical Range and Accuracy — Band 5.0
The response exhibits a very limited range of sentence structures, relying mostly on simple sentences joined by basic coordinating conjunctions. Attempts at complex or dependent clauses often result in severe grammatical errors, such as 'When the plants grow then the process is starting' and 'when they gain energy from ethanol they can be burn and produce Co2'. There are persistent errors in verb forms, subject-verb agreement ('the sugars is made', 'microbes add on', 'gas that produce'), and passive voice construction. These frequent errors cause considerable difficulty and distraction for the reader, matching the characteristics of Band 5.
See this exact question answered at other band scores — the same prompt compared across bands.
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