Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given process chart illustrates the information about how ethanol is made. It is man-made process.

In the initial stage, the harvesting of ethanol plants by tractor and the help of workers. Secondly, the plants put into the machine for pre-processing. The cellulose is obtained after pre-processing process. Then, cellulose is sent into the lab for the processing by scientists and workers. After processing, the sugars of the ethanol are created.

In the subsequent step, the microbes should be added in the sugars of ethanol. Afterwards, the ethanol is ready. Finally, ethanol is sent for selling in the shops for need of vehicles. Then, the vehicles produced a lot of carbon dioxide in the world.

Overall, there are several steps are envoled in this process starts with the harvesting of plants and the ends with ethanol put into the vehicles. If any step are missed in this process then spoil the whole process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the main components of the process diagram, outlining how ethanol is made from plants and how carbon dioxide is recycled. However, the treatment of the task is limited and partially mechanical. While the sequence of steps is generally followed, some parts are underdeveloped or lack precise reporting, such as describing the carbon dioxide cycle only vaguely at the end with 'then the vehicles produced a lot of carbon dioxide in the world.' Additionally, there is some confusion in the details, such as treating 'sugars of the ethanol' as if ethanol already contains sugars at the processing stage. The overview provided at the end attempts to summarise the overall nature of the process, but it contains awkward expression. To reach a higher level, the writer should present a clearer, more fully developed overview of the entire cyclical process and report the key stages with greater precision and mechanical accuracy.

Coherence and Cohesion: Band 6.0

The response demonstrates a coherent overall arrangement with a clear attempt to structure the process sequentially using transition words such as 'In the initial stage', 'Secondly', 'Then', 'In the subsequent step', and 'Finally'. Paragraphing is also utilised to separate the introduction, body steps, and conclusion. However, cohesion is sometimes mechanical and faulty, particularly with referencing and linking phrases. For instance, 'if any step are missed in this process then spoil the whole process' creates a clunky and unnatural transition into the concluding summary. Pronoun referencing and substitution could be managed more smoothly to connect the stages of the diagram more fluidly. To achieve a higher score, the writer needs to employ a wider range of cohesive devices more naturally and ensure that sentences flow seamlessly from one to the next without feeling disjointed.

Lexical Resource: Band 5.5

The vocabulary used is minimally adequate for the task, containing basic everyday terms alongside some attempts at topic-specific words such as 'harvesting', 'pre-processing', 'cellulose', 'sugars', and 'microbes'. However, there are noticeable lexical errors and awkward word choices that impede natural expression, such as 'man-made process' instead of a manufactured or cyclical process, and 'envoled' (involved) due to spelling slips. Phrasing is often repetitive, relying heavily on basic verbs like 'put into' and 'sent'. To improve to a higher band, the writer should expand their lexical range by incorporating less common vocabulary and precise collocations related to industrial processes, while ensuring accurate word forms and correct spelling throughout the text.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures, relying primarily on simple sentences and basic active forms. When attempts are made at more complex or passive structures, they frequently result in errors, such as 'the plants put into the machine' (missing auxiliary/passive verb) and 'there are several steps are envoled' (double verbs). Subject-verb agreement issues are also present, as seen in 'if any step are missed'. Punctuation is basic, and frequent grammatical errors occur across simple sentence patterns. To move to a higher band, the writer must incorporate a wider variety of complex sentence forms with good control, and eliminate frequent errors in verb forms, prepositions, and grammatical agreements that hinder clarity.

See this exact question answered at other band scores. The same prompt compared across bands.

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