Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-13

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 information about the production of boifuel and how ethanol is made.

To commence with, In the initial step, to frow the plants enery is taken from sunlight and carbon dioxide. In second step yhe trees get harvested by machines like tractors. In next step the plants are moved in the thresor for the pre-processing. Then cellulose came out after this it moved for processsing by the chemicals.

Aftr processing,In fifth step after the experiment by chemicals the sugars gets ready. In the the sixth step microbes are added and ethanol is ready . after geeting ready the ethanol is filled in the cars,trucks and aeroplane. When these vehicles are moving the carbon dioxide produced from the these vehicles. them in last the carbon dioxide which produced from vehicles again gets stored in trees for their production.

Overall. this process contains total ten steps. The process starts from growing of trees. Thn ended with how carbon dioxide gets dtored in plants.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a production process and include several relevant stages, including plant growth, harvesting, pre-processing, cellulose, sugars, microbes, ethanol, and the return of carbon dioxide. However, the account only partially covers the process: the role of processing is unclear, and the three transport modes are mentioned without explaining that they use the ethanol as fuel and release carbon dioxide. The overview is also placed at the end and gives an inaccurate count of ten steps; the diagram shows a cycle, which is the key overall feature to highlight. To improve, give a clear overview of the cycle first, then describe the stages in order and distinguish the production stages from the fuel-use and carbon-recycling stages.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, and time markers such as “In the initial step,” “In next step,” and “after processing” help the reader follow the intended order. Paragraph breaks also separate parts of the account. However, progression is weakened by inaccurate or inconsistent numbering (“In second step” and “In fifth step”), repeated sequencing language, and unclear links such as “them in last.” The overview appears after the detailed description rather than guiding it, and some sentences run together, for example, “after geeting ready the ethanol is filled in the cars,trucks and aeroplane.” Organise the response into a brief overview followed by clearly grouped stages, and use fewer, more accurate transitions and punctuation to make relationships explicit.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “sugars,” “microbes,” and “carbon dioxide,” so the reader can recognise the main subject. However, the range is limited and several word choices or spellings make the description difficult to interpret, such as “thresor,” “experiment by chemicals,” and “stored in trees.” “Filled in the cars” is also not a precise description of how ethanol is used. Aim for accurate process terms and natural collocations, rather than relying on general words such as “step” and “ready.” Proofreading spelling carefully will also make your meaning clearer. For example, describe materials as being “converted into” or “processed into” the next product.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect stages in longer sentences, and the basic meaning is sometimes recoverable. However, the range of sentence structures is limited, and errors in verb forms, agreement, articles, and sentence boundaries occur frequently. Examples include “the sugars gets ready,” “cellulose came out,” and “the carbon dioxide produced from the these vehicles,” where the grammatical relationships are incomplete or incorrect. Capitalisation and punctuation are also inconsistent, as in “Overall. this process” and “processing,In fifth step.” These problems can make the sequence hard to follow. Practise writing complete sentences with a clear subject and verb, and check tense consistency and singular/plural agreement; for example, use a consistent present tense to describe the stages.

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