Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-23
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 given diagram illustrates the different steps involved in the production of a biofuel called ethanol.
Overall, it is a cyclic process which explains the different natural and man made steps, involving various machinaries that are involved in the production of a biofuel that is used in different type of motor vehicles.
The process starts when the energy in the form of sunlight and carbon dioxide is used by the plants and trees to grow. After that these plants are harvested by use of a tractor and a harvestor machine. Then this harvested crop is chopped for pre-processing by a chopper to obtain cellulose.
This cellulose is transported to a factory, where it is processed to sugars. Different type of microbes are introduced into this sugar, which convert it in to ethanol. This ethanol is used to fuel different cars and airplanes. These cars and airplanes emit carbon dioxide, which is then again used as an energy source by plants to grow.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The student successfully covers all the key stages of the ethanol production cycle shown in the diagram, beginning with plant growth, harvesting, pre-processing, processing into sugars, microbial conversion, and finally use in vehicles leading back to carbon dioxide release. An overview is provided in the second sentence, noting the cyclic nature of the process. The main features are reported accurately with no significant omissions or invented data, fulfilling the requirements for Task Achievement at a Band 6.5 to 7.0 level. However, to reach a higher band, the overview could be more clearly separated into its own introductory paragraph and summarize the broader economic or environmental significance of the loop more explicitly.
Coherence and Cohesion: Band 5.5
The response has a clear logical organization and progression throughout, moving sequentially from the initial energy absorption to the final carbon dioxide emission. Cohesive devices such as 'After that', 'Then', and 'This cellulose' are used to guide the reader smoothly through the steps of the diagram. Paragraphing, however, is limited; the entire body of the report is clumped together into a single paragraph following the introduction. Utilizing more distinct paragraph breaks to separate the pre-processing stages from the chemical/biological conversion and end-use stages would significantly improve the structural clarity and cohesion of the response.
Lexical Resource: Band 5.5
The student demonstrates an adequate range of vocabulary for the task, successfully employing terms like 'cyclic process', 'harvested', 'pre-processing', 'cellulose', 'microbes', and 'emit'. There are some spelling and word-choice errors, such as 'machinaries' (machinery) and 'harvestor' (harvester). Less common lexical items are attempted, but occasional inaccuracies prevent the vocabulary score from reaching a higher tier. Overall, the vocabulary is sufficient to communicate the main features of the diagram clearly without causing severe misinterpretations for the reader.
Grammatical Range and Accuracy: Band 5.5
The writer uses a mix of simple and complex sentence forms, such as relative clauses and passive constructions ('is used', 'are introduced'). There are several grammatical errors and punctuation lapses, including subject-verb agreement issues ('Different type of microbes are... convert it in to ethanol') and prepositional or spelling slips ('in to' instead of 'into'). Despite these errors, communication is rarely impeded, and the sentences remain generally understandable. To achieve a higher band, the student needs to demonstrate greater control over complex structures and eliminate basic spelling and spacing errors.
See this exact question answered at other band scores. The same prompt compared across bands.
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