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 process diagram gives information on how ethanol is made.

Overall, the process contains seven stages, beginning with planting a trees and waiting to reach maturity and ending with adding microbes to sugars. Besides, harvesting is a important process  to produce biofuel.

Initially, the process starts with growth of plants and trees, which absorb the carbon dioxide from the atmostphere. After they reach maturity, they undergo to harvesting process using tractors and mechanical machines. After completing harvesting, they undergo a pre-processing procedure where it cut into small pieces, and then they goes cellulose process.

On the other hand, after cellulose process they goes to chemical process where they add chemical to cellulose. Moreover, after the chemical procedure, next step is to add sugars. Furthermore, after adding the microbes in sugars. We get the final product, ethanol. Ethanol is used in cars, trucks, and planes which produceda lot of carbon dioxide.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, attempting to outline the main stages of the biofuel production cycle. However, some aspects of the diagram are described inaccurately or under-developed. For instance, the text claims the process 'contains seven stages' and mentions adding 'chemical to cellulose', which misinterprets the sequential steps shown in the visual data (such as pre-processing, cellulose, processing, sugars, and microbes). While an overview is attempted in the second paragraph, it lacks precision regarding the cyclical nature of the carbon dioxide absorption and release. To move to a higher band, the writer needs to provide a clearer, more accurate summary of the key features without misrepresenting the process steps.

Coherence and Cohesion: Band 5.5

There is some organisation evident with basic paragraphing and transitional markers such as 'Initially', 'After', and 'On the other hand'. However, the progression of ideas lacks clarity, and cohesive devices are sometimes used mechanically or inaccurately, such as the abrupt transition 'On the other hand' to describe a sequential process step. Referencing is also occasionally unclear, as seen in 'where it cut into small pieces, and then they goes'. To improve, the writer should ensure that cohesive devices logically connect the stages of the diagram and maintain a smoother flow throughout the description.

Lexical Resource: Band 5.5

The vocabulary used is limited and minimally adequate for the task, featuring basic terms such as 'process', 'plants', 'trees', and 'machines'. There are noticeable lexical errors and awkward word choices, such as 'waiting to reach maturity' and 'chemical process where they add chemical'. Furthermore, spelling and word form errors are present, including 'atmostphere' and 'produceda'. To achieve a higher band, the writer needs to incorporate a wider range of precise, task-specific vocabulary and collocation with fewer errors.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of structures, relying mostly on simple sentences and basic complex forms, many of which contain frequent errors. There are frequent issues with subject-verb agreement and verb forms, such as 'planting a trees', 'they undergo to harvesting', 'where it cut', and 'they goes'. Articles and prepositions are also misused throughout the text. These frequent errors cause some difficulty for the reader and reflect a restricted control over grammatical structures. To progress, the writer must improve grammatical accuracy and incorporate a greater variety of error-free complex sentences.

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