Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-06

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)

To illustrate the diagram its about the cycling the biofuel called ethanol.

biofuel production firstly, sunlight and carbon dioxide together and it absovered by the plant and tress and they will start the growth. After that the plant and trees convert into the Harvesting and goe's step for the pre-processing after that they convert into the cellulose to it will be deliverd in to the chemical lab fot the processing. In the processing it transform into the sugar and convert into the microbes, and the microbes convert in to the Ethanol, and that ethanol used into the aeroplanes, trucks and cars. These all vechiles are use the ethanol the ethanol convert into the carbon dioxide, and that carbon dioxide recycle ownselve and it makes the cycle cain and they will recycle and repaet again the same process first energy oberseve by plants and after the whole process it again convert into the ethanol through by the vecihles

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response makes an attempt to present the main features of the diagram illustrating how ethanol is produced, noting key steps such as plant growth, harvesting, pre-processing, cellulose, processing into sugars, and the addition of microbes. However, the task is only partially addressed because the description relies heavily on mechanical listing rather than an integrated overview or clear comparison of the cyclical nature of the process. Important relationships, such as how carbon dioxide is absorbed and later released by transport, are communicated in a confused and repetitive manner. To reach a higher level, the writer needs to select and report the main trends and stages more coherently, providing a well-developed overview that outlines the entire closed-loop system clearly without getting bogged down in fragmented, unorganised details.

Coherence and Cohesion: Band 4.5

The text presents some organisation, beginning with an introductory remark, but it lacks a clear overall progression. The entire response is squeezed into a single, massive run-on paragraph, making it difficult for the reader to follow the logical sequence of the diagram. Cohesive devices are minimal, repetitive, and occasionally inaccurate, relying excessively on basic linkers like 'after that' and 'and then' to stitch clauses together without proper punctuation. Furthermore, referencing is weak, with pronoun use such as 'ownselve' and 'it makes the cycle cain' failing to connect ideas smoothly. To improve coherence and cohesion, the writer should divide the text into logical paragraphs—such as an introduction, an overview, and separate body paragraphs detailing the production and consumption stages—while using a wider, more accurate range of cohesive markers to guide the reader seamlessly through the process.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, with noticeable errors that occasionally impede understanding. The student relies on basic, repetitive terms and struggles with word forms and collocations, as seen in phrases like 'cycling the biofuel', 'energy oberseve', and 'vechiles'. There are also several spelling and lexical inaccuracies, such as 'absovered', 'goe's', 'deliverd', 'fot', and 'cain', which highlight a lack of control over standard lexical patterns. While there is an attempt to use topic-specific vocabulary related to the diagram—such as 'cellulose', 'sugars', 'microbes', and 'carbon dioxide'—the incorrect forms and awkward phrasing restrict the precision of the description. To achieve a higher standard, the writer must expand their lexical repertoire, ensure correct word forms and spelling, and employ precise vocabulary to describe technical and scientific processes accurately.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is severely limited, consisting predominantly of simple, poorly structured sentences strung together with excessive coordinating conjunctions. Complex structures are attempted, but they are frequently faulty, leading to run-on sentences that lack proper punctuation boundaries. There are frequent errors in verb forms, tenses, subject-verb agreement, and articles throughout the text, such as 'its about the cycling the biofuel', 'sunlight and carbon dioxide together and it absovered', and 'These all vechiles are use the ethanol'. These persistent errors cause significant difficulty for the reader in parsing the intended meaning. To progress further, the writer needs to demonstrate a greater variety of grammatical structures, improve control over basic sentence boundaries, and eliminate frequent errors in verb agreement and auxiliary usage.

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