Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-02

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 figure below displays that how a biofuel called ethanol is produced through the cyclical process consist of 10 stages.

Overall, the diagram demonstrates the production of ethanol. The entire process begin after the sunlight and carbon dioxide energy is absorbed by trees. After that all the process go through from harvesting, fostering, and chemical processes. As a result, ethanol is produced and shifted to the cars and trucks.

Firstly, the entire process is followed by total of 10 arrows. To begin with, trees and plants absorb energy from direct sunlight and carbon dioxide gases. After the plants are ready they are harvested by tractors and sent for pre-processing purpose. After getting cellulose from pre-processing. It is sent to the factories for further process.

Furthermore, in factory further chemical process was done entirely to reach the last stages. During the previous stages rough work was done to reach the factory. Additionally, factory processing turn the cellulose into sugars reactions and microbes were added along that. After the process ethanol was ready. For more information ethanol was used in cars, trucks, and aeroplane as well. They all release carbon dioxide and the entire process repeated after that.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses the main parts of the task by outlining the cyclical process of ethanol production from trees to fuel and back to carbon dioxide. However, some aspects are under-developed or imprecise. For instance, the student states that the process consists of '10 stages' and later refers to '10 arrows', which confuses structural elements of the diagram with actual chemical or physical stages of production. While an overview is attempted in the second paragraph, the reporting of key features lacks precision in places, such as vague descriptions of factory work. To reach a higher level, the response should provide a more fully developed, accurate summary of all major transition points without getting distracted by counting visual elements.

Coherence and Cohesion: Band 6.0

The essay displays a coherent overall arrangement, successfully dividing the description into a brief introduction with an overview, followed by chronological body paragraphs detailing the steps of the cycle. However, cohesion is sometimes mechanical or faulty. The overuse of transitional phrases like 'After that', 'After getting', and 'After the process' creates repetitive links between sentences rather than smooth, varied progression. Referencing is occasionally unclear, such as the dangling clause 'After getting cellulose from pre-processing. It is sent...' where punctuation separates the dependent clause from its main verb. Improving the variety and accuracy of cohesive devices would create a more natural flow.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating topic-specific terms like 'biofuel', 'ethanol', 'cellulose', 'sugars', and 'microbes'. However, there are noticeable limitations and inaccuracies in word choice and phrasing. For example, 'cyclical process consist' lacks proper subject-verb agreement and form, and expressions like 'rough work was done' or 'sugars reactions' are unnatural and imprecise. Spelling and word formation errors, such as 'aeroplane' alongside US spellings or clumsy collocations, occasionally detract from precision. To improve, the student should focus on precise scientific collocations and natural phrasing rather than relying on basic or awkward expressions.

Grammatical Range and Accuracy: Band 5.0

The response uses a mix of simple and complex sentence forms, but control is inconsistent. There are several grammatical errors and punctuation flaws that occasionally distract the reader. For instance, the opening sentence contains a redundant clause structure ('displays that how'). Other errors include missing articles, incorrect prepositions, and sentence fragments, such as 'After getting cellulose from pre-processing.' There are also issues with verb tense consistency and voice, such as 'chemical process was done entirely'. While these errors rarely impede overall communication, they represent a recurring pattern of inaccuracy in complex structures that keeps the writing at this level.

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