Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-10

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 5.5)

The given diagram illustrate the process of Biofuel production.It shows several stages of how ethanol is produced from the gowth of plants and trees to addition of microbes and use of Ethanol in different types of vichels and in airoplanes.

The very first stage is growth of palnts,tress,and crops which consume the sunlight and Carbon gases for growing.Second stage is pre-processing of the harvest to get cellulose.The outcome of processing Cellulose in different labortaries are sugars where Cellulose passes through several cemical procedures for formation of Sugars.After that the next stage is the addition of Microbes in the sugars produces Ethanol.And the useful Ethanol is used in cars,trucks,and airoplanes.However,the usage of biofuel ethanol in diffferent types of vichels and planes result of relase carbon dioxide as much as these machines use ethanol as fuel and that carbon gases left by vichels again enter into the air and make a cyle of carbon gases in the air.

Over all,the process of production of biofuel depends on several essential steps and its consumption's outcome cause of carbon dioxide and like this it makes a cycle and cabon gas is ready again to play role in growth of crops.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages from plant growth through processing and microbial action to ethanol use, and you recognise the diagram’s central feature: carbon dioxide released by transport returns to support plant growth. This gives the response a relevant overview and addresses the process as a whole. However, some stages are not reported accurately or clearly: harvesting is omitted as a distinct step, and the account makes it sound as though plants directly consume “carbon gases” without explaining the sunlight-and-carbon-dioxide input shown. The description of cellulose becoming sugars is also vague, while “several chemical procedures” is not specified in the diagram. To strengthen the response further, report the sequence more precisely and distinguish the stages without adding unsupported detail.

Coherence and Cohesion: Band 6.0

The response has an overall chronological progression, using markers such as “The very first stage,” “Second stage,” and “After that,” and it ends with a summary of the cycle. These features help the reader follow the general process. However, the stages are compressed into two long paragraphs, and several ideas run together, particularly the explanation of processing and the final carbon cycle. Some linking is mechanical or unclear: “However” does not introduce a contrast, and “like this” is an imprecise reference to the cycle. Organise the account into a clear introduction and overview followed by stages in sequence, and use more precise links between each input, transformation, and output.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “sugars,” “microbes,” and “carbon dioxide,” so the topic is generally identifiable. There are also attempts at more specific wording, such as “formation” and “consumption.” However, spelling errors are frequent and sometimes make reading difficult: “gowth,” “palnts,” “labortaries,” “vichels,” and “relase.” Several word combinations are unnatural or imprecise, including “carbon gases,” “the outcome of processing Cellulose,” and “machines use ethanol as fuel.” Use the diagram’s exact terms where possible, check spelling carefully, and choose standard process collocations such as “is converted into” or “is released.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, including a relative clause in “which consume the sunlight” and a sequence linked with “After that.” The overall meaning can usually be followed, but errors in sentence structure and control are frequent enough to cause difficulty. For example, “The given diagram illustrate” has subject–verb disagreement, while “The outcome … are sugars” has a mismatch between subject and verb. The sentence beginning “After that the next stage” also lacks a clear grammatical connection between adding microbes and producing ethanol. Articles, plurals, and punctuation are inconsistently controlled. Build shorter, complete sentences first, then combine stages with accurate clauses; check agreement and sentence boundaries during revision.

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