Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-03

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 provided diagram illustrates that process of ethanol made throughout the energy to carbon dioxide. (Cycle of Biofuel have a five to six steps til last step of delivery.)

Overall, there are several steps to make a ethanol which includes harvesting, processing and add microbes. After all of those steps, ethanol deliver to the different type of vehicles which of them producing carbon dioxide to enhance the plants grow.

First step, both sunlight and carbon dioxide made a energy which support to growth of plants and trees, the element of carbon dioxide comes from transportations by nature. Then, plants go through harvesting to steps of processing. Finally, sugars comes from all those process finished and microbes element added during that process and lastly ethanol ready to consume.

The process of biofuel make a cycle of carbon dioxide by vehicles. It helps to grow a trees to sopport a ethano process itself.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response covers some of the main features of the diagram, attempting to describe how ethanol is produced from plants through harvesting and processing, and noting the recycling of carbon dioxide. However, the information is presented in a somewhat disjointed way, and certain stages are only partially addressed or under-developed. For instance, the transition from cellulose to sugars via processing is vague, and the role of microbes is awkwardly integrated. To reach a higher band, the response needs to provide a more complete and fully developed overview of all the sequential steps without relying on parentheses or disjointed parenthetical notes.

Coherence and Cohesion: Band 5.0

There is some basic organisation in the essay, moving from an introductory statement to body details and a concluding sentence. However, there is no clear overall progression, and the logical flow between sentences is frequently disrupted. Cohesive devices are used awkwardly or inaccurately, such as "First step... Then... Finally... and lastly", and referencing is sometimes unclear, particularly with pronouns like "which of them". Paragraphing is also poorly managed, with broken single-sentence paragraphs appearing at the end of the text. To improve, the writer needs to ensure ideas flow logically and link cohesive devices more naturally.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, with noticeable errors that occasionally impede understanding. The writer attempts some less common terms like "harvesting", "microbes", and "carbon dioxide", but struggles with word choice, word formation, and collocation throughout. Examples include "that process of ethanol made", "add microbes", and "ethanol deliver to the different type of vehicles". There are also awkward expressions like "support to growth" and "sopport a ethano process itself". To achieve a higher band, the student must expand their vocabulary range and use precise terms with accurate word forms.

Grammatical Range and Accuracy: Band 4.5

The writing demonstrates a very limited range of structures, relying mostly on simple sentences with frequent attempts at complex clauses that result in faulty grammar. There are frequent errors in verb forms, tense consistency, subject-verb agreement, and articles. For example, "sunlight and carbon dioxide made a energy which support to growth of plants", "sugars comes from all those process finished", and "helps to grow a trees". Punctuation and prepositional patterns also show frequent inaccuracies that cause some difficulty for the reader. To progress, the student needs to build a wider variety of accurate sentence structures and reduce basic grammatical errors.

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