Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-08

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)

The given diagram illustrates how a biofuel called ethanol is produced. And show full of process.

Overall, in that drawing describe how to we generate ethanol base on natural thing and in less instrument. That called biofuel production. It is make by tree they need energy like sunlight and carbon dioxide.

Firstly, they so seed, give water and trees grow. It also needs energy with sunlight and carbon dioxide. After they cut tree by harvesting and put in large motor vehicle. In addition they do pre-processing of cut tree. In that situation they generate cellulose. It is one part of process and important for making ethanol.

That cellulose used for processing and it makes in laboratory. After they do process and make sugars it also use for have eating. In addition added microbes after make ethanol that is used in large motor vehicle. Then vehicle ride and carbon dioxide. And it carbon dioxide reused for tree. And connect that. also have repeat.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject as ethanol production and include several central stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and carbon dioxide returning to plants. This gives the reader a basic account of the cycle. However, the description is only partial: the three transport uses of ethanol (cars, trucks and aeroplanes) are reduced to a vague reference to a “large motor vehicle,” and the overview does not clearly explain the cycle’s main stages or how carbon dioxide links fuel use back to plant growth. Some details are unsupported or inaccurate, such as saying seeds are given water and that sugars are used for eating. To strengthen the response, report the diagram’s stages precisely and distinguish what it shows from assumptions.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from plant growth through processing to ethanol use and carbon dioxide returning to trees. Words such as “Firstly,” “After,” and “In addition” help signal some progression, and the ideas are grouped into paragraphs. However, the progression is not consistently clear: “After they do process and make sugars it also use for have eating” makes the relationship between processing, sugars and the next stage difficult to follow. The final sentences, “And it carbon dioxide reused for tree. And connect that. also have repeat,” do not form a clear conclusion. Use one paragraph for the overview and separate paragraphs for the production stages and the fuel-use/recycling stages; connect each step with precise references such as “this material” or “the resulting sugars.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars,” “microbes” and “carbon dioxide,” which helps identify the stages. However, the range is limited and several choices are vague or inaccurate for describing a diagram. “Large motor vehicle” does not convey the three transport types shown, while “in laboratory” and “use for have eating” do not accurately describe the process. Repeated general words such as “make,” “process” and “thing” also reduce precision. Aim to use specific process verbs and nouns, and avoid adding details that are not shown. For example, describe ethanol as being used as fuel by cars, trucks and aeroplanes, rather than referring generally to a vehicle.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sequences, but control of sentence structure and verb forms is inconsistent, so the reader sometimes has to infer the intended meaning. Examples include the fragment “And show full of process,” the question-like construction “how to we generate ethanol,” and “It is make by tree.” There are also problems with agreement and sentence formation in “After they do process and make sugars it also use for have eating,” while several sentences begin with “And” without being grammatically connected to the previous idea. Practise forming complete subject–verb sentences and using passive forms for process descriptions, such as “The cellulose is processed to produce sugars.” Clearer punctuation and fewer chained clauses would also improve accuracy.

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