Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The diagram illustrates the process of producing ethanol from plants and shows how carbon dioxide is released during whole process.
At first step, get energy like sunlight and carbon dioxide collected and store into trees. Through energy, grow plants, trees, and crops. Then move on to the next step which is called harvesting, here they cut plants and carry them in trucks . Then put crops into pre- processing matchine. The matchine seperated two main parts of trees which are crops and waste material. The third stage is cellulose, through this stage, waste of plants sent to the lab and do an experiment on them, than start processing on them. After the stage of processing, got sugars. Now, have to add Microbes in sugars to convert in into Ethanol.
At last, the Ethanol is used as fuel in vehicles.Vehicles like cars, trucks and eauroplanes remove carbon dioxide while working. If a big vehicle get a large quantity of fule, then it also remove a large amout of Carbon Dioxide.
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 response attempts to summarise the diagram illustrating the production of ethanol from plants and the associated release of carbon dioxide. However, the development is limited and heavily narrative rather than analytical. Key stages are mentioned, such as getting energy, harvesting, pre-processing, cellulose, processing, adding microbes, and fuel usage, but the overview is very basic and lacks a clear summary of the cyclical nature of the process shown in the visual data. Furthermore, some parts of the description contain inaccuracies or misinterpretations of the diagram, such as stating that 'waste of plants sent to the lab' or detailing vehicles removing carbon dioxide while working in a colloquial manner. The ideas are under-developed, resulting in a performance that meets the criteria for Band 5.0.
Coherence and Cohesion: Band 5.0
The text demonstrates a basic level of organisation, using transitional phrases such as 'At first step', 'Then move on to the next stage', and 'At last'. However, paragraphing is absent, with the entire response presented as one block of text, which detracts from the visual layout of a process diagram. Cohesive devices are often repetitive and mechanical ('Then', 'Then put', 'Then start'), and referencing is occasionally unclear, such as 'here they cut plants' without an explicit subject. There is a lack of smooth progression between ideas, placing this response firmly in Band 5.0 for Coherence and Cohesion.
Lexical Resource: Band 5.0
The vocabulary used is quite basic and repetitive, with numerous spelling errors ('matchine' instead of machine, 'seperated', 'eauroplanes', 'fule', 'amout') and awkward word choices ('get energy like sunlight', 'got sugars'). While the student attempts some topic-specific vocabulary such as 'harvesting', 'cellulose', and 'microbes', the range is limited and inadequate for a higher band. Lexical inaccuracies frequently impede the natural flow of reading and require the reader to decode the meaning, aligning the response with a Band 5.0 for Lexical Resource.
Grammatical Range and Accuracy: Band 5.0
The grammatical structures are heavily flawed, featuring a mix of simple and heavily fragmented or run-on sentences ('At first step, get energy like sunlight and carbon dioxide collected and store into trees'). There are frequent omissions of subject pronouns and articles (e.g., 'get energy', 'trees grow', 'put crops into pre-processing matchine'), and tense usage is inconsistent. Complex structures are attempted but are generally faulty. These frequent errors cause noticeable difficulty for the reader, placing the grammar performance at a Band 4.5, rounded to 5.0.
See this exact question answered at other band scores. The same prompt compared across bands.
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