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 diagram illustrates that how ethnol which is also called ethyl elcohol C2H6OH is made from plants and natural ecosystem.

To begin, plants make their food by the process of photosynthesis by using sunlight and cardondioxide. After the plants are matured into trees they are harvested by the farmers. After harvested they are pre-processed by the individuals and then turn into cellulose which is a impure form of glucose (C6H12O6). The cellulose is processed in the laboratories by the scientists and converted into the pure form of sugar which is also called glucose. The microbes are then added into sugar which is converted into ethyl elcohol (C2H6OH). It is used in various fields of our daily life chors. For instance, it is used in medical industry and as well as in the engines of auto-mobils as a source of lubricant etc. Ethnol is converted into gas and then entered the fresh air of the ecosystem.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task partially. While the writer attempts to describe the process of ethanol production shown in the diagram, the information is somewhat limited and includes details not present in the visual prompt, such as chemical formulas and laboratory processing by scientists. Furthermore, the overall overview of the cyclical nature of the process is missing. To move to a higher band, the response should focus strictly on the provided data, highlight the main stages clearly, and present a concise summary of the overall process without introducing outside information.

Coherence and Cohesion: Band 5.5

There is some organisation in the response, beginning with an introductory sentence and following with sequential steps of the diagram. However, there is no clear overall progression due to a lack of proper paragraphing, with the entire body squeezed into a single dense block. Additionally, cohesive devices are somewhat repetitive and mechanical, relying heavily on consecutive uses of 'After'. Referencing is also occasionally unclear. To achieve a higher score, the text should be divided into logical paragraphs and a wider, more natural range of cohesive links should be used to connect the stages of the process smoothly.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to describe the basic steps of the process. The student attempts some less common terms and scientific references, but there are noticeable errors in word choice, spelling, and word form, such as 'ethnol', 'ethyl elcohol', 'cardondioxide', and 'auto-mobils', alongside minor typos like 'chors' instead of 'chores'. These lexical errors and awkward collocations cause some difficulty for the reader. To improve, the writer needs to expand their vocabulary range and ensure accurate spelling and precise word selection related to process diagrams.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of sentence structures, relying mostly on simple or faulty complex constructions. There are frequent grammatical errors throughout the text, including issues with relative clauses ('The diagram illustrates that how ethnol...'), subject-verb agreement, and prepositions. For instance, phrases like 'After harvested they are pre-processed' lack necessary pronouns and auxiliary verbs. These frequent errors cause difficulty and distraction for the reader. To reach a higher band, the writer must incorporate a wider variety of complex sentence forms with improved accuracy in grammar and punctuation.

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

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