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 Life cycle chart illustrates us strating point which is the plants and the trees and what process takes place during the life cycle and what is the end process which is carbon dioxide.
In the first phase the Plant and Trees are grown and after there full growth they are then Harvested Through Cutting and plough after all of the harvesting they are then passed through a process known as Pre-processing which converts them into Cellolose which is then series of test and presented a Sugars the microbes are added to these sugars and are the final process which comes out is the Ethanol which is then used by many transport vehicles such as cars, Semi trucks and mostly in Airplanes these vehicles release carbon dioxide which could be harmful to human being but can be a benift for the life of the Plant which help them breath and grow up again to start this process.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response attempts to cover the main stages of the biofuel production diagram, mentioning the starting point of plants and trees, harvesting, pre-processing into cellulose, processing into sugars, adding microbes, and finally producing ethanol which is used in transportation and releases carbon dioxide. However, the information is presented with noticeable omissions and a lack of clear summarisation of the overall cycle. Some parts are under-developed or confusingly expressed, such as the description of the final stage and how carbon dioxide feeds back into the plant growth phase. While the core topic is addressed, the overall mechanical flow and selection of key features remain limited, placing the response squarely at this level.
Coherence and Cohesion: Band 5.5
The text demonstrates some overall organisation by grouping information into an introduction and a main body paragraph, but there is a lack of clear progression throughout. The response suffers from severe run-on sentences, notably the entire second paragraph which consists of one extremely long, breathless sentence lacking appropriate full stops and structural boundaries. Cohesive devices are minimal, repetitive, or inadequate, making it difficult for the reader to follow the logical sequence of the process smoothly. Paragraphing is also poorly utilised, as the entire body of the process is crammed into a single block of text.
Lexical Resource: Band 5.5
The vocabulary used is limited and basic, with noticeable spelling and word-choice errors that occasionally strain comprehension, such as 'strating', 'Cellolose', 'benift', and the incorrect use of 'present' instead of a properly formed verb. While the writer attempts some topic-specific vocabulary related to the diagram like 'Harvesting', 'Pre-processing', 'microbes', and 'Ethanol', the range remains minimally adequate for the task. Less common lexical items are either misspelled or awkwardly deployed, preventing the writing from achieving a higher level of lexical precision and control.
Grammatical Range and Accuracy: Band 5.0
The writing features a very limited range of grammatical structures, heavily reliant on run-on compound sentences connected by conjunctions rather than controlled complex forms. There are frequent errors in grammar, punctuation, and articles throughout the text, including missing periods, incorrect verb forms ('illustrates us strating point', 'after there full growth'), and faulty subject-verb agreement or prepositional usage. These persistent errors cause noticeable difficulty for the reader and reflect a restricted command of sentence architecture and punctuation conventions at this level.
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