Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-29
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)
Task 1
The process chart shows the steps making ethanol that how it is made and how it is used. this is linear process. The process contains 6 to 7 steps approximately.
The process begin with planting trees and plants of sugarcane, after harvesting of these plants
in first stage of process. On second stage, harvested plants further processed into cellulose and processing going on. On the third stage, sugar formation is takes place and microbes added to sugar in this stage.
In the last step, the final product is ready to use name Ethanol. This product is further transfer to different transport as fuel. Ethanol is also used in many factories and companies to make more products. The supply chain begin from wholesaler to retailer and in end the product is reached to final users.
In this process we get to know about the process. How the ethanol is made. this process also providing the information about ethanol used in different sectors of the society.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The student attempts to describe the process chart showing how ethanol is made, but the response falls short in several key areas. Firstly, the description contains factual inaccuracies and introduces outside information not found in the diagram, such as mentioning a supply chain from wholesaler to retailer and the involvement of many factories and companies. Secondly, the student misinterprets the cyclical nature of the chart, calling it a 'linear process.' While some stages are identified, such as harvesting, cellulose processing, and adding microbes, the crucial recycling aspect involving carbon dioxide and the various forms of transport (car, truck, aeroplane) are either vaguely mentioned or misunderstood. Overall, the response addresses the task only partially and lacks a clear overview.
Coherence and Cohesion: Band 5.0
The response is organized into short paragraphs, but the logical progression is weak. The introduction is disjointed, featuring repetitive phrasing such as 'making ethanol that how it is made and how it is used.' Cohesive devices are minimal and sometimes mechanical, with transitional phrases awkwardly applied (e.g., 'On second stage', 'On the third stage'). Furthermore, paragraphing is arbitrary and disrupts the flow of ideas. For instance, the discussion of the final product and transport spills over into an irrelevant description of supply chains, and the concluding paragraph merely restates the prompt without adding any coherent summary. Referencing is also occasionally unclear.
Lexical Resource: Band 5.0
The lexical range is limited and repetitive. The student relies heavily on basic vocabulary and simple terms like 'process', 'steps', and 'made'. There are noticeable word choice and collocation errors, such as 'steps making ethanol that how it is made', 'sugar formation is takes place', and 'further transfer to different transport'. Spelling and word formation are generally acceptable for the most part, but the lack of precise, process-specific vocabulary (such as 'fermentation', 'conversion', or 'byproduct') restricts the response to a lower band.
Grammatical Range and Accuracy: Band 5.0
The grammatical range is restricted, consisting mostly of simple and attempted complex sentences that frequently contain errors. Examples of structural and grammatical inaccuracies include 'this is linear process' (missing article), 'The process begin' (subject-verb agreement error), 'harvested plants further processed into cellulose' (missing auxiliary verb), and 'this process also providing the information' (incorrect participle form). Punctuation and capitalization are also inconsistent, with lowercase letters starting several sentences. While some basic sentences are clear, the frequency of grammatical errors impedes smooth reading.
See this exact question answered at other band scores. The same prompt compared across bands.
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