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)

In this given diagram, it shows how ethanos i made through biofuel production which helps to run the environment along with the machine's which we use in our daily use.

At first it shows that, energy (sunlight + carbon dioxide) which helps plants and trees to grow, which is later harvested and sent to the pre-processing phase which gives cellulose and after that, it goes for processing step providing sugars which has microbes added then it finally provides ethanol which could be work for various things like cars, trucks and airplanes as shown in the diagram which later produces carbon dioxide which is later released to the environment, where it follows the same pattern as shown in the starting where that carbon and sunlight provides the energy which helps plants and trees grow which re-starts the nature process itself, going through all the process till the end where carbon dioxide is being relased.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main stages in the correct order, from sunlight and carbon dioxide supporting plant growth through harvesting, processing, sugar production and the addition of microbes, to ethanol being used by vehicles. You also recognise the cycle in which carbon dioxide returns to the plants. However, the account is largely a single sequence rather than a clear summary of the diagram’s main features. The opening claim that production “helps to run the environment” is unclear, and “carbon dioxide which is later released to the environment” does not explain that emissions from the vehicles feed back into plant growth. A more precise overview should state that ethanol is produced from plant material and that its use completes a carbon cycle. Describe the key stages without adding unsupported claims.

Coherence and Cohesion: Band 5.0

The stages are generally presented in the order shown, and linking expressions such as “At first,” “after that” and “finally” help the reader follow the process. However, the response has only two paragraphs, with nearly all the process details compressed into one very long sentence. This makes relationships between stages difficult to track and causes the explanation of the cycle to repeat itself (“same pattern,” “re-starts,” and “till the end”). Some links are also awkward, such as “which is later harvested and sent,” where the reference is not fully clear. Separate the overview from the detailed sequence, use shorter sentences for the production and transport stages, and refer explicitly to the emissions returning to the plants.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “processing,” “sugars” and “microbes,” so the reader can identify most stages. However, the range is limited and several phrases are imprecise or unnatural for describing a diagram. “Helps to run the environment” does not convey the process accurately, while “providing sugars” and “could be work for various things” are awkward collocations. There are also spelling and word-form slips, including “ethanos” and “relased.” Aim for precise process language and avoid vague phrases such as “various things”; for example, say that ethanol is used as fuel for cars, trucks and aircraft. Check spelling carefully, especially for key terms.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect stages using relative clauses and subordinate structures, but these are often difficult to control. For example, “In this given diagram, it shows” uses an unnecessary subject, and the long sentence beginning “At first it shows that” contains several clauses joined without clear sentence boundaries. There are also errors in verb forms and agreement, as in “ethanos i made” and “which could be work,” as well as inconsistent punctuation around introductory phrases. These problems sometimes make the relationships between stages unclear. Use a mix of shorter, complete sentences and carefully formed complex sentences: for instance, state that plants grow using sunlight and carbon dioxide, then explain that they are harvested and processed. Check subject–verb agreement and ensure each sentence has a clear subject and verb.

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