Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-22
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 cyclical diagram depicts the biofuel production from carbon dioxide and sunlight.Ethanol mainly used in transportation puorpose.The formation of ethanol carries different steps to follow.
Firstly,the main source of energy is sunlight also carbon dioxide that are help in plants and trees grow.However,the heavy machineries used for Harvesting after the plant grows.For pre-processing process use diffrent machine for making small particles of large plants that is called Cellulose.
Seconldy,After the formation of cellulose it was sent in laboratary for processing pourpose that convert cellulose into sugars.Now,adding microbes in sugars to manufacture Ethanol.This Ethanol manufacturing helps to grow economy using in diffrent transport. Such as, airplanes,trucks and cars.After used of eathanol in vehicles carbon dioxide emits and emarged with the air.
Overall,the whole diagram is recycled from energy to carbon dioxide.
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 describes the overall biofuel production process, noting the key stages from plant growth and harvesting to processing, microbe addition, and ethanol usage with carbon dioxide emission. However, the response falls short of the 150-word minimum, containing only 130 words. This under-length impacts the overall development and completeness of the task. Additionally, there are some minor inaccuracies in describing the steps, such as stating the diagram shows 'the biofuel production from carbon dioxide and sunlight' rather than a complete cycle involving plants, processing, and emissions. Because the word count requirement is not met, the score is penalized accordingly under the official criteria.
Coherence and Cohesion — Band 5.0
The text is organized into paragraphs reflecting the stages of the diagram, using basic sequencing markers such as 'Firstly,' 'Seconldy,' and 'Overall,' although some of these are misspelled. The overall progression is generally clear, moving logically from the energy source and plant growth through processing to final vehicle usage and carbon dioxide release. However, cohesive devices are somewhat mechanical and repetitive, and referencing is occasionally unclear, as seen in phrases like 'it was sent in laboratary for processing pourpose that convert'. Paragraphing is attempted, but the links between sentences lack fluency, resulting in a somewhat disjointed reading experience that aligns with Band 5 descriptors.
Lexical Resource — Band 5.0
The student attempts a range of task-specific vocabulary related to the diagram, including 'harvesting', 'pre-processing', 'cellulose', 'microbes', and 'carbon dioxide'. However, there are frequent lexical errors and awkward collocations, such as 'transportation puorpose', 'heavy machineries used for Harvesting', 'diffrent machine', and 'emarged with the air'. Spelling mistakes are also present throughout the response ('puorpose', 'diffrent', 'Seconldy', 'laboratary', 'eathanol'). The vocabulary is adequate for communicating basic ideas, but noticeable errors in word choice and spelling restrict the score to Band 5.
Grammatical Range and Accuracy — Band 5.0
The response attempts a mix of simple and complex sentence structures, but control over grammar is weak. There are frequent errors in verb forms, articles, and prepositions, such as 'carbon dioxide that are help in plants and trees grow', 'For pre-processing process use diffrent machine', and 'After used of eathanol in vehicles carbon dioxide emits'. Punctuation is also problematic, with missing spaces after commas and periods. These persistent errors frequently cause difficulty for the reader and prevent the grammar score from reaching Band 6, placing it firmly at Band 5.
See this exact question answered at other band scores — the same prompt compared across bands.
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