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 diagram shows how biofuel ethanol is produce

The given diagram describe process cycle of ethanol these cycle start from the plant and trees are uptake energy from the sunlight and carbondioxide when trees and plants get enough sunlight and carbondioxide they are grow gradually after that plants ready for the harvest, people do harvisting of plants and reached to the pre processing in preprocesing plant unwanted parts remove and collect desirable substance from plants for the production of ethanol , we are collect cellulose present in a plant in the pre processing part, after that those cellulose passes to the factory for the chemical processing after that processing form sugar in this sugar we added microbes , microbes digest sugar with their enzymes and produce ethanol, after that ethanol is use in vehicles, those vehicles produces co2 and repeate this cycle continues and produce ethanol and use of ethanol vise versa.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main stages, from plant growth and harvesting through processing, sugar, microbes and ethanol, and you recognise the cycle’s link to carbon dioxide. However, the account is only partly complete: it does not clearly describe ethanol being used by cars, trucks and aircraft, or explain that carbon dioxide from these forms of transport returns to support plant growth. Some details are added without support from the diagram, such as unwanted parts being removed and microbes digesting sugar with enzymes. A clearer overview of the cyclical process, followed by an accurate account of the key stages and the transport-and-carbon-dioxide loop, would make the summary more fully grounded in the visual.

Coherence and Cohesion: Band 5.0

The stages are generally presented in the correct order, so a reader can follow the broad process from plant growth to ethanol use. However, the response is written as one long, largely unpunctuated sequence, with repeated links such as “after that” and “after that processing.” This makes the progression feel mechanical and obscures where one stage ends and the next begins. Some references are also unclear, for example “in this sugar” and “those vehicles.” Organise the response into a brief overview and a process paragraph, and use full stops to separate stages. More varied, precise transitions and clear references would improve the flow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “cellulose,” “processing,” “microbes” and “ethanol,” which helps communicate the subject. The range is nevertheless limited and several word choices or forms are inaccurate, sometimes making the description less clear: “ethanol is produce,” “plants are uptake energy,” and “use of ethanol vise versa.” Spelling errors such as “harvisting,” “preprocesing” and “carbondioxide” are noticeable. Aim for accurate process collocations and consistent spelling—for example, “plants absorb energy,” “the plants are harvested,” and “carbon dioxide”—and avoid repeating “after that” by using alternatives such as “subsequently” or “in the next stage.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several stages in longer sentences, but these structures are often faulty, and grammatical errors frequently make the account difficult to read. Examples include “ethanol is produce,” “these cycle start,” “they are grow,” and “those vehicles produces,” which show problems with verb forms, agreement and tense. Articles and sentence boundaries are also weak, as in “in a plant” and the extended sentence beginning “The given diagram describe process cycle.” Use the present simple consistently for a process, check subject–verb agreement and verb forms, and divide the explanation into shorter sentences. A few accurate simple sentences would make the sequence clearer while you build control of complex structures.

See this exact question answered at other band scores. The same prompt compared across bands.

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