Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-25
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 illustrates how a biofuel called is manufactured.
Overall, this is cycle where plants grow using sun and carbon dioxide, then they are made into ethanol, and then cars use ethanol and send CO2 back into the air.
Firstly, it is a cycle proces where plants absord energy from sunlight and carbon dioxide to grow, which is then harvested and converted into ethanol through several processing stages. Secondly, pre- processing start in the machine and make into cellulose then processing will be start.
After that, processing convert the energy with sugar. At the same time, sugar attack the microbes added again ethnol spread in the air. Next, the ethanol is used as fuel for transportation, which releases carbon dioxide back into the atmosphere to repeat the cycle. Finally, carbon dioxide is start like a round shape in the process and it came back to where it was and stopped there.
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 student attempts to summarise the process diagram, identifying the main stages such as plant growth, harvesting, pre-processing, processing, adding microbes, and final usage in transport releasing carbon dioxide. However, there are notable omissions and misunderstandings of the visual data. For example, the sentence "sugar attack the microbes added again ethnol spread in the air" misreads the relationship between sugars, microbes, and ethanol production. Furthermore, the overview is somewhat simplistic ("this is cycle where plants grow..."). While the general steps are outlined, key transitions and precise relationships between cellulose, sugars, and microbes are either confused or missing. Consequently, the response addresses the task only partially and lacks full development, aligning with Band 5.0 descriptors.
Coherence and Cohesion: Band 5.0
The essay is divided into short paragraphs, but the overall progression of ideas is frequently disrupted by confusing phrasing and mechanical cohesive devices (such as "Firstly, it is a cycle proces...", "Secondly, pre- processing start..."). Paragraphing is attempted, but the grouping of ideas is disjointed—for instance, jumping abruptly between processing stages and carbon dioxide release. Reference words and logical connectors are sometimes misused or inaccurate, making it difficult for the reader to follow the exact sequence of the cycle smoothly. This level of organisation and cohesion reflects Band 5.0.
Lexical Resource: Band 5.0
The vocabulary used is basic and repetitive, with several lexical errors and awkward word choices that impede communication ("cycle proces", "absord energy", "ethnol", "round shape"). Attempts to use less common terminology are generally inaccurate, such as "sugar attack the microbes". Spelling and word formation issues also occur regularly. Because the lexical range is limited and noticeable errors cause difficulty for the reader, the response meets the criteria for Band 5.0.
Grammatical Range and Accuracy: Band 5.0
The text displays a very limited range of structures, and attempts at complex sentences are frequently faulty. There are persistent grammatical errors throughout, including tense inconsistencies, missing articles, and incorrect verb forms (e.g., "pre- processing start in the machine and make into cellulose then processing will be start", "carbon dioxide is start like a round shape"). These frequent errors cause considerable difficulty for the reader and demonstrate weak control over basic and complex grammatical forms, placing the response firmly at Band 4.5 to 5.0.
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