Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-14

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)

This is a picture showing how ethanol is produced and how energy is flow to came into existance for ethanol.

In the first steps we can see in a picture plants and and trees grow by absorbing different energies in the mean of sunlight and carbon dioxide and after the required growth of plants. The plants and trees are harvested and than these harvested material came into pre processing method and this convert into cellulose and the next step is processing in different laborateries or industries and so we obtain the respected sugars. After gaining the respected sugars we add microbes then microbes convert sugars into ethanol by fermentation or other chemically way. After the successive formation of ethanol we can use ethanol into different vehicles or other mechanical machines. When the ethanol came into use it release different gasses such as carbon dioxide that release directly into environment than the trees and plants abosrb it and use it to make their energy. Hance the energy became conserve because the energy is first utilies to make these plants and than plants use into formation of ethanol and ethanol release

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You describe the main sequence from plant growth and harvesting through pre-processing, cellulose, processing, sugars, microbes and ethanol, and you also recognise the cycle in which carbon dioxide returns to the plants. These are relevant features and show a reasonable understanding of the diagram. However, the overview is not clearly separated or stated, and some details are unclear or unsupported: for example, you say the microbes convert sugars into ethanol “by fermentation or other chemically way,” although the diagram only shows microbes being added. The final explanation about energy being “conserved” is also not a clear summary of the process. To strengthen the response, give a concise overview of the production stages and the carbon-dioxide cycle, then report only what the diagram shows.

Coherence and Cohesion: Band 5.0

The stages are generally presented in the correct order, and sequencing phrases such as “In the first steps,” “after,” and “the next step” help the reader follow the process. However, the response is one long paragraph, so the overall progression is difficult to see, and several ideas are joined into lengthy sentences. Connectors such as “and,” “then,” and “after” are repeated, while “Hance” introduces a conclusion without making the relationship fully clear. Organise the description into a short overview and one or two paragraphs covering the production sequence and the return of carbon dioxide. Use clearer links between stages and avoid chaining several steps together in a single sentence.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvested,” “cellulose,” “sugars,” “microbes,” and “carbon dioxide,” which helps communicate the subject. However, the range is limited and several word choices or collocations are inaccurate or awkward, sometimes making the meaning harder to follow. For instance, “energy is flow to came into existance” and “the respected sugars” do not express the intended ideas naturally; “different laborateries” also adds a detail not shown in the diagram. Spelling errors such as “abosrb,” “Hance,” and “utilies” are noticeable. Aim for precise process language and check spelling; prefer straightforward terms such as “the plants absorb sunlight and carbon dioxide” and “the resulting sugars.”

Grammatical Range and Accuracy: Band 5.0

You attempt to combine stages using subordinate clauses and sequencing, as in “After gaining the respected sugars we add microbes,” but complex sentences are often faulty and there are frequent errors that can make the process difficult to understand. Examples include “plants and and trees grow,” “these harvested material came into pre processing method,” and “it release different gasses.” These show problems with agreement, tense, articles and sentence construction. The final sentence is incomplete, ending with “ethanol release,” which leaves the cycle unfinished grammatically. Use consistent present simple for a process description, check singular and plural forms, and divide long sentences into shorter, complete statements.

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