Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-28
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 photo shows the different stages in the production of ethanol.There are main three stages included.
In the starting of this process ,plants and trees have absored the sunlight and carban dioxide from sun as a energy .Then famers are doing harvesting .After that , in pre precessing they use a mechine to make cellulose from sugercane and do process in labs to make it suger.
In the next step, microbes are added in suger that helps to make ethanol from it.however,ethanol is used as a fuel to drive cars,trucks and flights .these vehicles are emited the carban dioxide and that again goes in to sky.
Overall ,the process of biofuel production divided in main three stages pre-processing,microboes and carban-dioxide.its a circle process starts from carban dioxide and again ends on same stage.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The student attempts to summarise the diagram showing biofuel production and identifies key stages such as pre-processing, adding microbes, and fuel use by vehicles. However, the response fails to meet the minimum word count requirement of 150 words, coming in at 133 words. This leads to an under-development of certain features and an incomplete summarisation of the cyclical nature of the process. While the main steps are touched upon, details are restricted and lack sufficient expansion to fully satisfy the requirements of Task 1.
Coherence and Cohesion: Band 5.0
The text is divided into paragraphs, and basic cohesive devices such as 'Then', 'After that', and 'In the next step' are used to sequence the stages. However, the progression is sometimes disjointed, and referencing is occasionally unclear (e.g., 'do process in labs to make it suger'). Paragraphing is attempted, but the overall logical flow is disrupted by frequent grammatical and mechanical errors, making the structure feel somewhat mechanical rather than naturally cohesive.
Lexical Resource: Band 4.5
The vocabulary used is relatively basic and repetitive, with frequent spelling errors throughout the text (e.g., 'absored', 'carban', 'famers', 'pre precessing', 'mechine', 'suger', 'microboes', 'emited'). While the student attempts to use some topic-specific vocabulary such as 'cellulose', 'microbes', and 'ethanol', the high density of spelling mistakes and awkward word choices (e.g., 'do process in labs') significantly restricts the range and clarity of the lexical resource.
Grammatical Range and Accuracy: Band 4.5
The response contains a very limited range of grammatical structures, relying mostly on simple sentences with frequent structural errors. There are numerous tense and verb form inaccuracies, such as 'plants and trees have absored' and 'famers are doing harvesting'. Subject-verb agreement and voice are also problematic, as seen in 'these vehicles are emited the carban dioxide'. These persistent errors cause noticeable difficulty for the reader and impede comprehension in several places.
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