Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-07

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 damostrate that how ethanol is produced and how its waste recycle.

overall, this process start with growth of crops and plants then harvesting them by farmers and after some processing suger was produced which is the source microbes which is the main in gridient of ethanol.

Before the production of ethanol there was a significant process. First the farmers harvest the crops and trees which was sold to the industries. Moreover, industries produce cellullose afer some pre-processing and it send for main processing. After processing sugers was produced which contain microbes and it is a main sorce of ethanol and after all these processing ethanol

was produced.

After the production of ethanol, it was used in cars,trucks and aeroplane which produce carbon dioxide and pollution which is obserbed by the trees and crops and then again this process repeats and again the ethanol is produced. Although this process is to long,it is very useful for transports industry.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a production cycle and include several key stages, including harvesting, pre-processing, cellulose, processing, sugars, ethanol, transport use and carbon dioxide returning to plants. This gives the reader a broadly relevant account. However, some relationships are misreported: microbes are added to the sugars, rather than the sugars containing microbes, and the diagram does not show crops being sold to industries or carbon dioxide being absorbed as pollution. The overview also omits the initial role of sunlight and carbon dioxide in plant growth. To make the account more complete and accurate, describe the stages in their exact order and distinguish what the diagram shows from assumptions about the process.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, a description of production, and a final paragraph about fuel use and the cycle. Sequencing words such as “First,” “Moreover,” and “After” help signal stages. However, progression is not consistently clear, and the production paragraph compresses several steps into a long chain, making the relationship between cellulose, processing, sugars and microbes difficult to follow. Some linking is also repetitive, particularly the repeated use of “after” and “again.” Use one clear stage per sentence where possible, and connect each paragraph to the next with precise references to the process rather than repeating general time markers.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the topic. However, the range is limited and several word-choice or spelling problems reduce precision, such as “suger,” “sugers,” “main in gridient,” and “sorce.” Some expressions are also imprecise for a diagram description: “waste recycle” and “pollution” are not labels or stages shown in the visual. Aim for accurate process terms and standard spelling, and avoid adding interpretations. More precise verbs such as “is converted into” and “is used as fuel” would help explain the stages clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the response generally communicates the broad sequence. However, complex sentences are often faulty, and frequent errors in verb forms, agreement, articles and sentence construction sometimes make relationships unclear. For example, “this process start” needs subject–verb agreement, while “sugers was produced” has a plural subject with a singular verb. The opening, “This diagram damostrate that how ethanol is produced,” also has an incorrect verb form and an unnecessary “that.” Tense shifts between present and past, as in “plants grow” and “was produced.” Use the present simple consistently for a process, and check each sentence for a clear subject and correctly matched verb.

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