Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-01
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 flow graph illustrates the process by which biofuel called ethanol is produced.
Overall, the process is completed in eight steps. Plants and trees grow and after harvesting they are introduced in some processing. Next, they produce sugar which is then combined with microbes to produce ethanol.
Initially, plants and trees are grown which receives energy in the form of sunlight and carbon dioxide. In the specific season, plants are cutted and are introduced in some pre-processing. After that, cellulose is released and go through some chemical processes and form sugars. Next to this, sugars are mixed with microbes to form ethanol.
On the other hand, after the formation of ethanol, it is ued in electrical vehicles especially in cars, heavy trucks and in aeroplanes. These electric automobiles then release a lot of carbon dioxide. As a result, carbon dioxide which is ejected mixed with sunlight to form energy. Following this, energy is reused by plants and the above process continue again.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response successfully covers all parts of the task by outlining the main stages of biofuel production, from plant growth and harvesting to processing, microbe addition, and ethanol usage, concluding with the carbon dioxide cycle. An overview is provided, noting the circular nature and key conversion steps. However, some details are slightly inaccurate or under-developed, such as stating that ethanol is used in 'electrical vehicles' rather than standard internal combustion engines, which misreads the transport icons in the diagram. To reach a higher band, the response would need to report the visual data with greater precision, ensuring all labels and relationships are described accurately without misinterpreting the source material.
Coherence and Cohesion: Band 5.5
The text presents a coherent overall arrangement with a clear attempt at paragraphing, separating the introduction, overview, production stages, and consumption cycle. Information is generally sequenced in a logical order corresponding to the diagram flow. However, cohesion relies on somewhat repetitive or mechanical linking devices, such as 'Next', 'After that', and 'Next to this', and referencing is occasionally weak (e.g., 'they are introduced in some processing'). To progress further, the writer should employ a wider and more flexible range of cohesive devices and ensure smoother transitions between the individual steps of the process.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, successfully incorporating process-related terms such as 'harvesting', 'cellulose', 'sugars', 'microbes', and 'carbon dioxide'. However, the range is limited, and there are noticeable vocabulary inaccuracies and unnatural collocations, such as referring to standard transport as 'electrical vehicles' and stating that plants 'receives' energy. Spelling is generally acceptable, but word choice errors hinder precision. To achieve a higher score, the student needs to incorporate a wider variety of less common lexical items accurately and demonstrate better control over word formation and collocation.
Grammatical Range and Accuracy: Band 5.5
The response employs a mix of simple and complex sentence structures, attempting passive forms such as 'is produced' and 'are grown'. However, there are frequent grammatical errors throughout the text, including subject-verb agreement issues (e.g., 'plants and trees are grown which receives') and morphological errors (e.g., 'cutted' instead of 'cut', 'ued' instead of 'used'). While these errors do not completely impede communication, they persist across both simple and complex forms. To improve, the writer must focus on grammatical accuracy, particularly regarding verb tense consistency, participle forms, and agreement.
See this exact question answered at other band scores. The same prompt compared across bands.
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