Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-12

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 illustrates the process of producing biofuel which help to produce ethanol.

Overall, the process consists serival stages which include to generate the ethanol from biofuel the major practices involve harvesting preprocess cemical process and providing ethanol which help to generate source of energy for transports.

According to the first stage they use trees and plants for harvesting and complete the seconed stage which complete the pre processing and generate cellulose that is used for cemical frocess and made sugars which contains microbes, these microbes known as ethanol

The ethenol is used as fuel in the transports to move them from one place to another transports include car, airplanes and trucks. However the the use of these transports result in producing carbon dioxide which required for the growth of plans and tress. Although plants also need energy that help them in there growth which include sunlight and carbon dioxide for the growth of most significant item that is know as plants.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a production process and mention several relevant stages, including harvesting, pre-processing, cellulose, sugars, microbes, ethanol, and transport use. You also recognise the cycle linking carbon dioxide from transport back to plant growth. However, the account is only partial and some relationships are unclear or inaccurate: for example, microbes are added to the sugars to produce ethanol, rather than the microbes themselves being ethanol. The overview also does not clearly summarise the main feature that this is a cyclical process, and the stages are not reported in a consistently precise sequence. To strengthen the response, give a concise overview of the cycle, then describe each stage in order and explain how sunlight and carbon dioxide support plant growth.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, gives an attempted overview, and then moves through production and transport use. The sequence is broadly recognisable, and phrases such as “According to the first stage” and “However” attempt to guide the reader. However, progression is not consistently clear. The second paragraph combines the overview with several process stages, while the final paragraph repeats the role of plants and carbon dioxide. Some links are inaccurate or awkward, such as “these microbes known as ethanol,” which makes the relationship between stages difficult to follow. Use separate paragraphs for the overview and the ordered stages, and connect each step with clear sequencing language such as “Next,” “After this,” and “Finally.”

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “harvesting,” “cellulose,” “microbes,” “ethanol,” and “carbon dioxide,” which helps identify the process. There is also an attempt to use more formal terms such as “illustrates” and “consists.” However, the range is limited and several spelling and word-choice errors make parts difficult to understand, including “serival,” “cemical frocess,” “ethenol,” and “plans and tress.” Some phrases are also imprecise: “providing ethanol” and “source of energy for transports” do not describe the stages naturally. Build a reliable set of process verbs and collocations, such as “is converted into,” “microbes are added,” and “is used as fuel,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and more complex sentences, including a relative clause in “which help to produce ethanol” and a contrast introduced by “Although.” However, control is inconsistent, and errors frequently affect clarity. Examples include “the process consists serival stages,” which is missing “of,” and “these microbes known as ethanol,” which lacks a finite verb and misstates the relationship. Agreement and sentence construction are also problematic in “which required for the growth” and “plants also need energy that help them.” Several sentences run together or contain unclear clause connections. Practise accurate present-simple descriptions of processes, checking subject–verb agreement and ensuring each clause has a clear verb; shorter, well-controlled sentences would improve readability.

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