Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-05
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 following diagram illustrates step by step production of biofuel also known as ethanol.
Overall, we can see that ethanol is produced by the harvesting of plants and trees. And then it is processed into sugar. Moreover, sugar is produced and then microbes are addedd which turns sugar into ethanol. Which is used by transportating vehicles.
Firstly, the plant and trees grow by absorbing the sunlight and carbon dioxide from the atmosphere. After that, we use harvesting tool to harvest the plant and trees. Which further pass through a pre-procesing metthod which turn them into cellulose.
Moreover, the cellulose is processed into sugar. Furthermore, microbes are added in sugar in sugar which turns it into ethanol. However, ethanol is used in vehicle. For example, in cars, plans, trains and other transportations. Now, the vehicles using ethanol release the ethanol which replaces into carbon dioxide after realesed from the vehicles. At the end, the released carbon dioxide is used by plants and trees as a source of energy
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by outlining the main stages of how ethanol is produced from plants and trees, including the recycling of carbon dioxide. However, some stages are more fully developed than others, and certain details are slightly unclear or inaccurate, such as stating that vehicles 'release the ethanol' which turns into carbon dioxide. There is a general overview provided at the beginning, but the development of key steps lacks clarity in places, placing the response at this level. To reach a higher band, the student should ensure all steps of the diagram are reported with complete accuracy and clarity without any confusion regarding the biological and chemical processes involved.
Coherence and Cohesion: Band 6.0
The text maintains a coherent overall arrangement and follows a logical sequence mirroring the cycle in the diagram. Cohesive devices such as 'Firstly', 'After that', 'Moreover', and 'At the end' are used to guide the reader through the process, though referencing is sometimes faulty, such as the ambiguous use of pronouns. Paragraphing is attempted, but dividing the text into more logical groupings of sentences would improve readability. To progress, the writer needs to employ cohesive devices more flexibly and ensure that referencing between sentences is consistently clear and precise.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, allowing the student to describe the production process with terms like 'harvesting', 'pre-processing', 'cellulose', and 'microbes'. However, there are noticeable spelling errors ('addedd', 'metthod', 'realesed') and awkward word choices or repetitions, such as 'harvesting tool' and 'in sugar in sugar'. Less common vocabulary is attempted with some inaccuracy. To achieve a higher score, the student should expand their range of lexical items, ensure correct word forms, and eliminate spelling mistakes that detract from the overall quality of the writing.
Grammatical Range and Accuracy: Band 5.0
The response demonstrates a mix of simple and complex sentence structures, such as relative clauses and passive constructions like 'ethanol is produced by the harvesting of plants'. However, there are frequent errors in grammar and punctuation, including missing articles ('the plant and trees'), incorrect preposition usage ('added in sugar'), and sentence boundary issues involving sentence fragments (e.g., 'Which is used by transportating vehicles.'). While these errors rarely impede overall communication, they persist throughout the text. To improve, the writer must focus on sentence boundary control, article usage, and accurate prepositional patterns.
See this exact question answered at other band scores. The same prompt compared across bands.
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