Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The diagram illustrates how to produce a biofuel called ethanol.

Overall, in the begining it commence from the source which is the enregy more specificly it id a combinition of sunlight and carbon dioxide that we get from the trees and plants, passing by a lot of stages to get finally the thanol that people use for cars, airplanes and big trucks.

First of all, to produce a biofuel called ethanol we need the eneregy that comes from energy which is a combinition of sunlight and carbon dioxide that is given to the plants and the trees ,then the plants get harvested to get the pre-pocessing, that becomes after that cellulose. The next step is processing cellulose into sugars then to microbes add which lead to the final product which is the ethanol used in the cars, trucks and airplanes, which the transports bring it out and it returns again and again.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and give a broad overview of the sequence, from plant growth through processing to ethanol, and you correctly mention its use in cars, trucks and aeroplanes. However, the account only partially covers the diagram: it does not clearly explain that sunlight and carbon dioxide support plant growth, or describe carbon dioxide released by transport returning to the plants as part of the cycle. The phrase “it returns again and again” is too vague to report this key feature accurately. Some stages are also compressed or unclear, particularly the transition from harvesting to pre-processing and the addition of microbes. Make the overview more precise and report the recycling loop explicitly.

Coherence and Cohesion: Band 5.5

The response has a basic overall order: an opening, an overview, and a paragraph describing the stages. Sequencing expressions such as “First of all,” “The next step,” and “after that” help the reader follow the general process. However, progression is weakened by a very long overview sentence that combines the energy source, stages, and end use, and by the final sentence, where “which the transports bring it out” makes the relationship between ethanol, transport, and carbon dioxide difficult to follow. Some linking is repetitive, and the paragraphing does not clearly separate the cycle overview from the detailed stages. Use shorter sentences and clearer references to each material or output.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvested,” “cellulose,” “processing,” “sugars,” and “final product,” so the reader can recognise the main stages. However, the range is limited and several word-choice or spelling problems make the description less clear, such as “enregy,” “combinition,” “thanol,” and “pre-pocessing.” Some expressions are imprecise or unnatural, including “the source which is the energy” and “to microbes add.” Choose accurate process terms and collocations, for example, “energy from sunlight,” “carbon dioxide is absorbed,” and “microbes are added.” Proofreading spelling and avoiding repeated use of “produce” and “comes from” would also improve clarity.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, including a sequence joined with “then” and a relative clause beginning “which.” However, complex sentences are often faulty or difficult to follow. For example, “which the transports bring it out” has an unclear clause structure and pronoun reference, while “then to microbes add which lead to the final product” lacks a clear grammatical subject and uses an incomplete passive construction. There are also problems with articles, agreement, and punctuation, as in “the plants and the trees ,then.” Aim for complete clauses with an explicit subject and verb, such as “Microbes are added to the sugars, producing ethanol.” Breaking long sentences into shorter stages will help you control verb forms and punctuation.

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