Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-09-30
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 picture illustrates about a biofuel which is ethanol and how it is produced.
Overall, carbon dioxide and sunlight are the main components which are used in the production of ethanol. Plants and trees are cultivated, followed by harvestation which then pre-processed and finally processed to make ethanol with the contibution of cellulose.
To begin with, carbon dioxide which is produced by the combustion of engines combines with the sunlight. These both components are used as a source of energy for the cultivation of plants and trees, which are then harvested and passed through a pre-processing stage, as a result cellulose is produced as a by-product of these plants.
Furthermore, cellulose is then go through a final processing step which is usually take place in big industries and results in the production of sugars. Different microbes are added in the produced sugars which are finally used for the production of biofuel called ethanol. Ethanol is then further used as a fuel in different vehicles, which releases carbon dioxide in return and restarts the cycle again.
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 addresses the main features of the diagram, outlining the circular process of biofuel production from carbon dioxide and sunlight absorption through to ethanol creation and its subsequent use. The overview highlights the primary components and the continuous nature of the cycle. However, there are minor inaccuracies in reporting the sequence and relationships, such as stating that cellulose 'contributes' to the processing rather than being an intermediate stage, and a slight confusion regarding harvestation and pre-processing. Despite these minor lapses, all key stages from plant growth to microbe addition and carbon dioxide release are covered, demonstrating a competent understanding of the visual data.
Coherence and Cohesion: Band 5.5
The response is logically organized with a clear overall progression that mirrors the steps in the diagram. Introduction, overview, and body paragraphs are clearly demarcated, aiding readability. Cohesive devices such as 'To begin with', 'Furthermore', and 'in return' are employed to guide the reader through the sequence. However, referencing and transitions are occasionally mechanical, and the paragraphing could be more finely balanced to separate distinct phases of the process. Overall cohesion is functional and generally appropriate for an academic task of this nature.
Lexical Resource: Band 5.5
The student attempts a range of task-specific vocabulary relevant to the process diagram, such as 'cultivated', 'harvestation', 'microbes', and 'combustion'. However, there are notable word-choice and morphological errors, such as 'illustrates about' (an unnecessary preposition), 'harvestation' (instead of harvesting), and 'contibution' (a spelling error). Less common vocabulary is attempted with mixed success, reflecting a Band 6 level where the range is adequate for the task, but vocabulary slips persist.
Grammatical Range and Accuracy: Band 5.5
The student demonstrates a mix of simple and complex sentence structures, incorporating relative clauses like 'which are then harvested' and passive constructions such as 'is produced'. However, grammatical accuracy is inconsistent. There are several structural errors, including 'which then pre-processed' (missing auxiliary verb), 'is usually take place' (tense and voice error), and 'cellulose is then go through' (incorrect verb form). While these errors do not severely impede communication, they occur frequently enough to prevent the response from achieving a higher band.
See this exact question answered at other band scores. The same prompt compared across bands.
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