Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagarm illustrate the producing of ethanol, a type biofeul, from plant.

Overall The production of ethanol involves several stages. The production start from harvesting pre-processing and the end product is carbon dioxide and in the form of biofuel. The process also include the conversion of plant through purificaton and processing.

firstly, The plant and trees grows and then harvested when they reach maturity, then the harvested plamts stored and process after they crushed into cellulose. The cellulose is converted into the sugar through the process of water and enzyme involved.

In next step the sugar fermented into micro-organism producing ethanol and carbon dioxide. The ethanol is seprated and converted into the ethanol and can be used as biofeul.

Ovall, the process is continous cycle in which plant material is pass through different stages in the unsable form of ethanol and carbondioxide is produces.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response falls below the required word count minimum of 150 words, coming in at 144 words. The student attempts to describe the process of ethanol production from plants, but the coverage is partial and lacks detail. While some main features are outlined, such as harvesting, pre-processing, and fermentation, the overview is disjointed and does not clearly capture the cyclical nature of the diagram until a brief concluding remark. The response provides a minimal outline of the steps, but ideas are under-developed and some descriptions of the stages are inaccurate or vague, such as stating that the end product is carbon dioxide in the form of biofuel.

Coherence and Cohesion: Band 5.5

There is some basic organisation in the text, with an attempt to introduce, body, and conclude the process. However, there is no clear overall progression, and the logical flow is disrupted by abrupt transitions and repetitive structuring. Cohesive devices are used minimally and sometimes inaccurately, such as 'firstly', 'In next step', and 'Ovall'. Paragraphing is attempted, but sentences within paragraphs are often disjointed, making the overall arrangement somewhat mechanical and difficult to follow smoothly.

Lexical Resource: Band 5.0

The vocabulary range is limited and minimally adequate for describing a process. There are noticeable spelling and word choice errors throughout the text, such as 'diagarm', 'biofeul', 'purificaton', 'plamts', 'seprated', 'contingous', 'unsable', and 'carbondioxide'. These errors occasionally cause difficulty for the reader. While the student attempts some topic-specific vocabulary like 'harvesting', 'cellulose', 'sugar', and 'fermented', the frequent inaccuracies in spelling and word form prevent the response from achieving a higher band.

Grammatical Range and Accuracy: Band 5.0

The writer uses a very limited range of sentence structures, relying mostly on simple sentences with frequent attempts at complex forms that are often faulty. There are frequent grammatical errors, including missing articles ('The diagarm illustrate the producing'), incorrect verb forms ('The production start', 'plant and trees grows'), subject-verb agreement issues, and incorrect prepositions. Punctuation is also weak, with run-on phrasing and missing commas. These frequent errors cause strain and difficulty for the reader in understanding the intended meaning.

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