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 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 the growth of plants and trees, which absorb the carbon dioxide from the atmosphere. After they reach maturity, they undergo the 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 the cellulose process they go to chemicals process where they add chemicals to cellulose. Moreover, after the chemicals procedure, next step is to add sugars. Furthermore, after adding the microbes to sugars. We get the final product, ethanol. Ethanol is used in cars, trucks, and planes which produce a lot of carbon dioxide.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the task by outlining the overall process of ethanol production, satisfying the minimum length requirement. However, the coverage remains somewhat uneven. While the beginning and end of the cycle are mentioned, certain intermediate stages are either described with mechanical over-simplification or contain minor inaccuracies compared to the visual data, such as omitting the recycling loop of carbon dioxide back to the plants. The overview provided in the second paragraph attempts to summarise the stages, but the selection of key features is limited. To reach a higher band, the response needs to present a more fully developed overview that captures the cyclical nature of the process and details all main phases of transformation with greater clarity and precision.

Coherence and Cohesion: Band 5.5

The text demonstrates a basic overall arrangement, with an introductory sentence, an overview paragraph, and subsequent body paragraphs attempting to follow chronological order. Cohesive devices are used, such as 'Initially', 'After completing harvesting', and 'On the other hand', but their application is at times mechanical or inaccurate, such as using 'On the other hand' where no contrast exists. Paragraphing is present, though the division of ideas could be structured more logically. Referencing is occasionally unclear, as seen in pronoun usage ('where it cut', 'they goes'). To improve, the writer should employ a wider range of cohesive links more naturally and ensure clear logical progression and referencing throughout the text.

Lexical Resource: Band 5.5

The vocabulary used is minimally adequate for the task, with appropriate general terms such as 'process', 'stage', 'growth', and 'products'. However, the range is limited, and attempts to use more specific or less common vocabulary are hindered by word choice and word form errors, such as 'an important process' (missing article agreement), 'chemicals process' instead of 'chemical process', and awkward phrasing like 'they go to chemicals process'. Spelling is generally acceptable for common words, but overall precision is lacking. To achieve a higher band, the writer needs to incorporate a wider, more flexible range of vocabulary, including precise scientific or technical collocations relevant to process diagrams, while avoiding repetitive phrasing.

Grammatical Range and Accuracy: Band 5.5

The response shows a mix of simple and some complex sentence forms, but control over grammar is inconsistent. There are frequent errors in verb forms, subject-verb agreement, and articles, such as 'where it cut into small pieces' (passive voice error), 'they goes cellulose process' (incorrect verb form and preposition omission), and 'adding the microbes to sugars. We get the final product' (fragmented sentence structure). Punctuation and structural control require tightening to prevent these recurring errors. To move up to the next band, the writer must produce a higher proportion of error-free sentences while successfully handling complex grammatical structures, such as accurate passive voice constructions and subordinate clauses.

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