Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-16

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 above depicts the processes involved in the production of Ethanol.

Overrall, the process is a long one that encapsulate primary, secondary and tertiary processes with distinct phases that leads to the final product.

The first stage which is the primary stage involves growing and harvesting sugar canes which could ne called the extracting phase as the extracted plants goes through the secondary phase of pre-processing through a machine that prepares these sugar canes for the tertiary phase starting from the lab by transforming them in to cellulose.

The tertiary phase takes place in the lab where this cellulose substance is being transformed to sugar which is the base component for the making of the ethanol as it is being added with microbes which is necessary to react with the sugar component which is the principal element to form the ethanol which is being needed.

This ethanol is fed in to cars, lorries, planes which in turn produces carbon dioxide that is being released in to the atmosphere

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to summarize the process diagram showing how ethanol is made, mentioning key stages such as harvesting, pre-processing, and the addition of microbes. However, the response lacks a clear, comprehensive overview of the entire cyclical process. Furthermore, there are inaccuracies in reporting the sequence from the visual data, such as claiming that cellulose is transformed into sugar in a lab and misinterpreting the direction of the flow. While some main features are presented, the development is limited and misses important connections like the recycling of carbon dioxide back to plants. This places the response in Band 5.

Coherence and Cohesion — Band 5.0

The response is structured into a short introduction and several body paragraphs, but the paragraphing is poor, with the main body squeezed into overly long, run-on sentences. For instance, the second paragraph consists of one extremely lengthy sentence that strings multiple clauses together without proper punctuation. Cohesive devices are repetitive and basic (e.g., 'as it is being added with microbes which is necessary...'). Although there is a basic logical progression from harvesting to fuel use, the lack of control over referencing and punctuation impairs overall cohesion, justifying a score of 5.0.

Lexical Resource — Band 5.0

The student uses an adequate vocabulary to describe basic actions in the diagram, such as 'growing', 'harvesting', 'processing', and 'transport'. However, word choice and collocations are frequently unnatural or inaccurate, such as 'encapsulate primary, secondary and tertiary processes' and 'transforming them in to cellulose'. There are also lexical repetitions (e.g., repeating 'component' and 'element' closely together). Spelling is generally acceptable, but lexical control is limited, corresponding to Band 5.

Grammatical Range and Accuracy — Band 4.5

The grammatical range is quite limited, relying heavily on lengthy, convoluted relative clauses connected by 'which' rather than a balanced mix of simple and complex structures. There are frequent grammatical errors, particularly with passive voice constructions ('is being transformed', 'is being added', 'is being needed') and prepositions ('in to' instead of 'into'). Punctuation is virtually absent across long sentences, which causes difficulty for the reader and prevents the response from achieving higher bands.

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

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