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)
This diagram illustrates how a biofuel is produced, which is called ethanol. Production of ethanol are consists of some steps and these steps guide us how the biofuel are produce.
Firstly, energy attract to plants to grow up, like sunlight and carbon dioxide. When plants grow, the harvesting cut to make for pre-processing step.
Moreover, pre-processing made cellulose to other step where industries processing to cellulose to make a sugars, here almoast half of the production is done to made a ethanol.
However, in industrial working sugars convert to the microbes added which is second last step to make ethanol. Whenever industry made microbes after the many process. Microbes addes make automatically ethanol after some times.
Ethanol used in all the type of machine, like airplanes, cars and some other industrial machine. These machine used ethanol and produce a carbon dioxide which helps plant to grow properly.
In summary, plants and machines both help indirectly to grow and move without any obstacles. By folowing all these steps youn know how to produce ethanol and which things used ethanol.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response attempts to describe the process of ethanol production, but it only addresses the task partially. While some main stages like pre-processing, cellulose, and microbes are mentioned, the information is presented in a limited and under-developed way. The overall progression of the cycle is not clearly reported, and some details are confused or obscure, such as 'sugars convert to the microbes added'. The overview at the end touches on general points, but lacks a clear summary of the main steps in the cyclical process. To achieve a higher band, all parts of the visual data should be covered more accurately with fully developed descriptions of every stage in the sequence.
Coherence and Cohesion: Band 5.5
The text shows some overall organisation with paragraphing and basic sequencing words like 'Firstly', 'Moreover', and 'In summary'. However, there is no clear overall progression due to confusing phrasing and logical gaps between sentences. Cohesive devices are sometimes inaccurate or awkward, as seen in 'Whenever industry made microbes after the many process'. Paragraphing is attempted, but the internal cohesion within paragraphs is faulty, making it difficult to follow the exact sequence of the process. To improve, the student should ensure that ideas flow logically from one stage of the diagram to the next using precise and appropriate cohesive links.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task. The student relies heavily on basic words and repeats terms like 'ethanol', 'process', and 'plants'. There are noticeable lexical errors and awkward word choices, such as 'production of ethanol are consists' (which contains a word form issue), 'almoast', and 'folowing'. Less common vocabulary is attempted with significant inaccuracy, causing some difficulty for the reader to grasp the precise meaning of the industrial stages. To reach a higher band, a wider range of appropriate scientific and procedural vocabulary should be used accurately, along with correct spelling and collocations.
Grammatical Range and Accuracy: Band 4.5
The writing displays a very limited range of structures, relying mostly on simple sentences and faulty attempts at complex ones. Frequent grammatical errors occur throughout the text, including issues with subject-verb agreement ('biofuel are produce', 'harvesting cut'), passive voice construction, and missing or incorrect articles and prepositions ('in industrial working', 'after the many process'). These frequent errors can cause difficulty and confusion for the reader. To improve, the student needs to demonstrate better control over basic sentence patterns, verb forms, and grammatical accuracy.
See this exact question answered at other band scores. The same prompt compared across bands.
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