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 diagram illustrants the process by which a biofuel called ethanol is produced.

overall, the process beings from geting energy from plants and trees grow and the end product was ethanol. The process involves 8 stages

To being with, the plants is been harvested, then procide into pre processing stage which turns into cellulose. The celluloses is processed into sugar and some microbes is added to turn it into ethanol. Ethanol is processed into fuel which is used in cars, airoplan, taktors, some transpotation vecriues and other biofule product.

The fuel used comes out from the transportation verius and other biofule use product, as carbondioxide, then goes to the atmospher and supply the plants and trees nutrent for growth though sunlight.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the topic and describe several central stages, including harvesting, pre-processing, cellulose, sugar, microbes and ethanol. You also recognise the return of carbon dioxide to support plant growth, so the response includes the basic cyclical idea. However, the overview is unclear and inaccurate: the process begins with sunlight and carbon dioxide enabling plants to grow, not with “geting energy from plants,” and it has more than eight stages if the transport and carbon-dioxide cycle are included. The account also omits the three transport modes shown and adds unsupported “other biofuel” products. The response is 121 words, below the required 150, which limits the detail available. To improve, give a precise overview and report the full sequence accurately.

Coherence and Cohesion: Band 6.0

The response has a recognisable order: an introduction and overview are followed by a description of production and then the carbon-dioxide cycle. Sequencing words such as “To begin with,” “then” and “then goes” help the reader follow the broad process. However, paragraphing is not clearly used to separate the overview from the detailed stages, and some links are difficult to interpret. For example, “the process beings from geting energy from plants and trees grow” does not clearly establish the starting point, while “The fuel used comes out from the transportation…” makes the relationship between transport and emissions unclear. Organise the stages into a clear linear sequence, then explain the cycle in a separate paragraph, using precise references to each stage.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvested,” “pre processing,” “cellulose,” “microbes” and “carbon dioxide,” which helps convey the subject. However, the range is limited and several spelling or word-choice errors make parts of the description difficult to understand: “illustrants,” “procide,” “airoplan,” “vecriues” and “nutrent.” Some phrases are also imprecise or unnatural, such as “fuel used comes out from the transportation” and “other biofule product.” Use the labels in the diagram accurately and choose standard process collocations, for example, “is converted into” and “is released as.” Proofreading spelling and avoiding unsupported general terms would make the description clearer and more precise.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect stages in longer sentences, for example, “The celluloses is processed into sugar and some microbes is added to turn it into ethanol,” and you use sequencing clauses to describe the process. However, control of sentence structure and verb forms is weak, with errors that sometimes obscure the meaning. Examples include “the process beings,” “the plants is been harvested,” and “the end product was ethanol”; these require consistent present simple passive forms for a process description. Subject–verb agreement is also inaccurate in “microbes is added,” and the opening overview contains an incomplete or unclear construction. Practise forming accurate passive clauses, such as “The plants are harvested” and “Microbes are added,” and check agreement, tense consistency and sentence boundaries.

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