Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-20
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 provided diagram shows how ethanol is become ready to use after passing through six different phases.
Overall, at intial phase after harvestig the plants are transported for pre-processing where cellulose reach at final processing phase. Afterwards, sugars and microbes are added which contributes to produce ethanol.
It is crystal clear that when plants are grow properly the harvesting process starts then all of them are transported to pre-processing and final processing phase. Furthemore, from here sugar is made and microbes are added in it as a result ethanol is ready to use.
Consequently, ethanol is used in various vehicles such as cars, trucks and aeroplanes. All of these are noe responsiblefor carbon dioxide which is harmful as well as benificial with different aspects. Now the CO2 gas are observed by plants and the prosess continues again.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the main stages of the biofuel production cycle, mentioning harvesting, pre-processing, cellulose, processing, sugars, microbes, and ethanol usage. However, the student fails to meet the minimum word count requirement of 150 words, finishing at 137 words, which negatively impacts the overall task coverage. Additionally, the description of the cycle contains inaccuracies and lacks a fully clear overview of the cyclic nature of the process. The explanation of carbon dioxide being released and reabsorbed by plants is awkwardly described and lacks precision. To improve, the student must ensure the word count exceeds the 150-word threshold and provide a more comprehensive, logically structured overview of the entire continuous process.
Coherence and Cohesion — Band 5.0
The text is organized into four short paragraphs, attempting to follow a logical progression from raw materials to final usage and the carbon cycle. However, cohesion is frequently mechanical and sometimes faulty. Phrases like 'Overall, at intial phase' and 'It is crystal clear that' are inappropriately used or overly formulaic. Furthermore, referencing is unclear in places, such as 'all of them are transported' where the antecedent is slightly confused, and 'all of these are noe responsiblefor'. Paragraphing is attempted, but the links between sentences and paragraphs lack smooth, natural transitions. To achieve a higher band, the student needs to use cohesive devices more accurately and naturally, and ensure clear logical progression without relying on heavy-handed transitional templates.
Lexical Resource — Band 5.0
The vocabulary used is relatively basic and repetitive, with noticeable errors in word choice and spelling. Examples include 'intial' instead of initial, 'harvestig' instead of harvesting, 'benificial' instead of beneficial, 'noe' instead of now, and 'observed' instead of absorbed. The student attempts some less common vocabulary such as 'transported' and 'contributes', but inaccurate collocations and lexical errors occasionally impede understanding, as seen in 'carbon dioxide which is harmful as well as benificial with different aspects'. Vocabulary control is limited, restricting the response to a modest lexical score.
Grammatical Range and Accuracy — Band 4.5
The student attempts a mix of simple and complex sentence structures, but control over grammar and punctuation is weak throughout the text. There are multiple grammatical errors, such as 'how ethanol is become ready' (incorrect verb form), 'when plants are grow properly' (passive/active confusion), and 'Now the CO2 gas are observed' (subject-verb agreement error). Punctuation is also lacking in places, leading to run-on structures or awkward phrasing. Error frequency is high relative to the short length of the text, causing strain for the reader. To improve, the student should focus on basic clause structures, subject-verb agreement, and accurate verb tense formation.
See this exact question answered at other band scores — the same prompt compared across bands.
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