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)

BIO FUEL :any renewable fuel derived directly from organic matter, such as plants, algae, or animal waste.• Bioethanol: A liquid alcohol fuel made by fermenting plant sugars and starches (like corn or sugarcane), commonly blended with gasoline.

first energy is transfered to plants then farmers harvested the plants then they dp pre processing and made cellulose after that shifts in into industries in industries they break down the cellulose into sugar and then it transformed into ethanol renewable fuel, industrial solvent, disinfectant, and the primary alcohol in beverages. Key Uses of Ethanol: Fuel and Fuel Additives: Blended with gasoline (such as E10 or E85) to increase octane ratings, improve combustion efficiency, and lower greenhouse gas emissions. • ndustrial Solvent: Dissolves polar and non-polar compounds, making it essential for manufacturing paints, lacquers, varnishes, inks, and cleaning formulations.

• Disinfectant and Antiseptic: Kills bacteria, fungi, and viruses on contact, serving as a core active ingredient in hand sanitizers, surface cleaners, and medical wipes.

• Food, Cosmetics, and Pharmaceuticals: Acts as a preservative, solvent, and delivery vehicle for perfumes, lotions, mouthwashes, and flavor extracts like

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response addresses the task only partially because it relies heavily on memorized, external information about ethanol rather than summarizing the provided process diagram. While the text attempts to describe initial steps such as energy transfer, harvesting, and pre-processing, it digresses significantly into unrelated industrial uses and chemical properties of ethanol, such as its role as a solvent, disinfectant, and cosmetic ingredient. These points are not shown in the diagram. To reach a higher level, the writing must focus strictly on the visual information presented, detailing all stages of the biofuel production cycle from sunlight and plant growth through to processing and carbon dioxide release without introducing irrelevant background knowledge.

Coherence and Cohesion: Band 4.5

The text lacks clear overall progression and logical organization. It begins with a random definition and jumps abruptly into process steps using run-on phrasing like 'first energy is transfered to plants then farmers harvested the plants then they dp pre processing'. There is a complete lack of proper paragraphing, as the process description merges directly into unformatted bullet points and lists detailing key uses of ethanol. Cohesive devices are either missing or inaccurate, resulting in a disjointed structure. To improve Coherence and Cohesion, the writer should organize the text into logical paragraphs with a clear introduction, an overview of the main stages, and sequential body paragraphs using appropriate transition words like 'subsequently' or 'following this'.

Lexical Resource: Band 6.0

The vocabulary displays an adequate range for basic communication, incorporating some domain-specific terms such as 'cellactose', 'fermenting', and 'octane ratings'. However, there are notable spelling errors, such as 'transfered' and 'dp', alongside awkward word choices and typographical issues like 'ndustrial Solvent'. While the student attempts less common vocabulary, inaccuracies in spelling and word form prevent the response from achieving a higher score. To improve, the writer needs to expand their range of functional transition vocabulary, ensure accurate spelling of scientific and general terms, and avoid copied terminology from external sources that does not fit the specific task context.

Grammatical Range and Accuracy: Band 5.0

The response uses a very limited range of sentence structures, relying primarily on run-on simple sentences linked by conjunctions without adequate punctuation. There are frequent errors in grammar, such as missing subject-verb agreement and faulty verb forms like 'shifts in into industries' and 'it transformed into ethanol'. Punctuation is largely neglected, with missing capital letters at the start of sentences and absent periods between clauses. To achieve a higher score, the writer must incorporate a healthy mix of complex sentences with accurate subordinate clauses, apply correct tense consistency for describing processes, and ensure that basic punctuation and capitalisation rules are followed consistently.

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

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