Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-17

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)

The illustrated diagram depicts the diverse steps of the process of how biofuel, which is called ethanol is made.

Firstly, the fuel which is made from natural resources like plants and trees, in first step the sunlight and the carbon dioxide both provide energy to the plants and the trees. After the plants grow, the harvesting process is started while the harvesting is completed. The pre-processing is done to the plants and trees. Once the pre-processing is completed the material is shifted to cellulose. When the cellulose stage is completed, it is transferred to chemical processing and the chemicals are mixed and they become in the form of different forms of sugar and microbes are added in the sugars. Once all the chemicals are mixed and crossed all the stages of process it becomes in the form of the ethanol. The ethanol is ready for use and provided to different transporation, like aeroplanes, trucks and cars. When all the modes of transportation use the ethanol and release carbon dioxide into the environment.

In comparison, the process is done by completing several steps started from the plants and trees and finished at making of Ethanol which is provided to transport for usage.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student successfully identifies the main purpose of the diagram, which is the production process of ethanol biofuel. All key stages are mentioned in sequence, from sunlight and plant growth through harvesting, pre-processing, cellulose, processing into sugars, the addition of microbes, and finally the creation and transportation of ethanol, which releases carbon dioxide back into the atmosphere. However, the response lacks a well-developed overview, as the concluding sentence attempts a brief comparison or summary but is grammatically weak. Furthermore, the description reads more like a mechanical list of steps rather than a well-synthesized report. Despite these shortcomings, all parts of the prompt are addressed, meeting the requirements for a Band 5.5 to 6.0 level.

Coherence and Cohesion — Band 5.0

The response demonstrates a basic logical progression by following the circular sequence of the diagram step-by-step. However, paragraphing is extremely weak, with almost the entire body of the text lumped into a single dense paragraph, followed by a very short, awkward concluding sentence. Cohesive devices are repetitive and often mechanical, relying heavily on phrases like 'Firstly', 'After the plants grow', 'Once the pre-processing is completed', and 'When the cellulose stage is completed'. Referencing is occasionally confusing, such as 'it becomes in the form of different forms of sugar'. These issues place the response firmly at Band 5.0.

Lexical Resource — Band 5.0

The student uses an adequate range of vocabulary relevant to the diagram, successfully incorporating terms such as 'sunlight', 'carbon dioxide', 'harvesting', 'pre-processing', 'cellulose', 'sugars', 'microbes', and 'transportation'. However, there is a noticeable lack of precision and frequent awkward phrasing or redundancy, such as 'diverse steps of the process of how biofuel, which is called ethanol is made', 'become in the form of different forms of sugar', and 'transporation'. Less common lexical items are attempted but often mishandled, limiting the score to Band 5.0.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, but control over grammar is weak. There are frequent grammatical errors, run-on sentences, and awkward clause structures, such as 'while the harvesting is completed. The pre-processing is done to the plants and trees' and 'When all the modes of transportation use the ethanol and release carbon dioxide into the environment' (which lacks a main verb). Punctuation is also problematic, with comma splices and missing periods. While meaning is generally retrievable, the frequency of errors prevents the text from reaching Band 6.0.

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

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