Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-09

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 visual displays how a biofuel called ethanol is made.

Looking at the overall perspective, by using sunlight and carbon dioxide plants grow. Ethanol uses in vehicles and vehicles emit carbon dioxide.

Beginning with the plants, plants take energy and grow. The energy includes sunlight or carbon dioxide. Afterwards the farmer harvests the plants. Furthermore plants send for pre processing. After pre processing it become ik the shape of cellulose. Than cellulose sed in market for processing. Many machines use for processing. It is the important part of whole task.

After processing sugar is maken. Sugar uses to make microbes added. It is the second last process. Microbes add in sugar. Than we get ethanol. We succeed in making ethanol. Ethanol sends for saleing in market. Ethanol uses in many vehicles like cars, tracks, areoplanes or many vehicles. Than vehicles use for transferring things. The vehicles emit carbon dioxide in the air. Plants use carbon dioxide for growing moreover they use sunlight. It is the whole process for ethanol.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and describe several relevant stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugar, microbes and ethanol. You also recognise the cycle linking vehicle use and carbon dioxide back to plant growth. However, some key details are inaccurate or unclear: sunlight and carbon dioxide are presented as alternatives (“sunlight or carbon dioxide”), and the account says plants are “send for pre processing” and cellulose is “sed in market,” which does not explain the diagram’s sequence. The overview is brief and does not clearly summarise the full cycle or the main transformation from plant material to fuel. Focus on accurately reporting each stage and avoid adding unsupported details such as sale or transport of goods.

Coherence and Cohesion: Band 5.0

The response has a basic chronological structure, moving from plant growth through production to ethanol use, and words such as “Afterwards,” “After,” and “Than” attempt to guide the reader. However, progression is not consistently clear: “Furthermore plants send for pre processing” does not explain the link between harvesting and the next stage, while “Sugar uses to make microbes added” makes the sequence difficult to follow. Several ideas are repeated, especially the use of carbon dioxide by plants and its release by vehicles. Paragraphing is absent, and the overview is not clearly separated from the stage-by-stage account. Organise the response into an overview and a logically ordered process description, using accurate links such as “then,” “which is converted into,” and “finally.”

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “harvests,” “cellulose,” “processing,” “microbes,” and “ethanol,” which helps identify the stages. However, the range is limited and several word choices or forms make the process hard to understand: “plants send for pre processing,” “sugar is maken,” “saleing in market,” and “tracks” for trucks. Phrases such as “many machines use for processing” and “important part of whole task” are vague or not suited to describing a diagram. Aim for precise process vocabulary and natural collocations, for example, “the plants are harvested,” “the material is processed,” and “the resulting sugars are fermented by microbes.” Check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 4.5

You communicate the broad sequence using mostly short, simple sentences, and there are attempts to connect clauses, as in “The vehicles emit carbon dioxide in the air. Plants use carbon dioxide for growing.” However, grammatical errors are frequent and sometimes obscure relationships between stages. Examples include “Ethanol uses in vehicles,” “After pre processing it become,” and “Microbes add in sugar,” where passive forms and subject–verb agreement are needed. Articles and sentence construction are also inconsistent, as in “It is the important part of whole task.” The response relies heavily on simple sentence patterns, with limited accurate complex structures. Practise passive constructions for process descriptions (“is harvested,” “is converted”) and check tense, agreement, articles, and punctuation in each sentence.

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