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 provided diagram illusuturates that how a biofuel called ethanol is produced.

Overall, it is clarly seen that the biofuel production proces consist of serval stages. Begginning with the growing plant or tress or ended with microbes added.

Now turning the detials, how ethanol is made, Firstly, plant and tees grown in the land and they get energy from sunlight or with carbon dioxide.When tress are matured then the harvesting process can be start. However, the harvest plant put into pre-processing machines.These machines converted into cellulose.After this process, the cellulose sent to the labatory where futhur processing can be begginning and after processing sugar can be produce and at the end, microbes added to produced a ehanol.

Many machineries like cars,trucks and aeroplanes get a ethanol and release a carbon dioxide in the air.That's carbon dioxide help to tress to grow or being matured.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the subject and describe the main sequence from plant growth through harvesting, processing and ethanol production, then mention transport and carbon dioxide returning to support plant growth. However, the overview is unclear and partly inaccurate: “Beginning with the growing plant … or ended with microbes added” does not summarise the cycle correctly, and the process actually continues from microbes to ethanol and transport before carbon dioxide returns to the plants. Some details are also misreported or vague, such as saying the cellulose goes “to the laboratory”; the diagram shows processing, not a laboratory. The response is 144 words, below the required 150. To improve, give a clear overview of the full cycle and describe each stage accurately.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure: an introduction, an overview, a sequence of production stages, and a final sentence about transport and carbon dioxide. The stages are generally presented in the right order, and connectors such as “After this process” and “at the end” help the reader follow the account. However, progression is weakened by the unclear overview and awkward transitions, including “Now turning the detials” and “However,” where no contrast is intended. The final paragraph also shifts abruptly from production to the cycle’s return. Use clearer sequencing language consistently, and make the overview establish the complete cycle before the detailed stages.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” which allows the reader to recognise the main stages. However, the range is limited and several word-choice, collocation and spelling errors make parts difficult to understand: “plant and tees grown,” “machines converted into cellulose,” and “a ethanol” are not natural or accurate expressions. There are also repeated misspellings such as “clarly,” “detials,” “labatory” and “ehanol.” Aim for precise process verbs and standard spelling—for example, say that plant material “is converted into cellulose” and that microbes “are added to produce ethanol.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a sequence with “When” and a final explanation of how carbon dioxide supports plant growth. However, grammatical errors are frequent and sometimes make relationships between stages unclear. Examples include “the biofuel production proces consist,” “plant and tees grown,” “the harvesting process can be start,” and “sugar can be produce.” These show problems with subject–verb agreement, passive forms, verb forms and articles. Sentence boundaries and punctuation also need attention, as in “carbon dioxide.When” and “air.That's.” Practise accurate present-simple passive constructions for process descriptions, such as “The plants are harvested” and “The sugars are processed,” before attempting longer sentences.

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