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)

The diagram illustrates how a biofule called ethanol is produced. Overall, the process consist energy (sunlight _carbon dioxide), plants and trees, cellulose, sugar used to make biofules and used as a ethanol that relased carbon dioxide.

Initially, plants and tress use energy in form of sunlight and carbondioxide to grow. When plants reached at their puberty stgae, they harvest by cutting machines and allocate into pre-processing in which plants are cutting down into pices and used as a cellulose. In the fifth stage cellulose further process by using different varity of chemicals to make sugars. In addition microbes were added into the sugar to make ethanol, that is also know as biofule, whe used by transport system like car, trucks or by airoplanes. By using ethanol, carbondioxideis produced from the vhicles that released into the atmosaphere. Furthermore it affect the air or cause ozone depletion that can cause global warming and affect the human being by causing diffrent lungs disease or skin diseases.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the subject and describe several central stages, including plant growth, harvesting, pre-processing, conversion to cellulose and sugars, the addition of microbes, and ethanol use in transport. However, the overview is unclear and does not accurately summarise the cycle: it should explain that carbon dioxide released by vehicles returns to support plant growth. Some details are inaccurate or invented, such as plants being harvested at “puberty,” chemicals being used to make sugars, and claims about ozone depletion, global warming, and health effects, which are not shown in the diagram. The account also omits the distinct processing stage and does not clearly explain the sequence. Focus on the diagram’s main stages and circular relationship, without adding outside information.

Coherence and Cohesion: Band 5.5

There is a broadly chronological order, signalled by “Initially,” “In the fifth stage,” and “In addition,” so the reader can follow parts of the production sequence. However, the response is presented as one paragraph, and the overview does not provide a clear framework for the details that follow. Some links are awkward or unclear: “allocate into pre-processing” does not clearly show what happens to the harvested plants, while “Furthermore” introduces environmental effects that interrupt the process description. Use a separate overview and organise the stages into a clear sequence, grouping plant preparation and conversion before describing transport use and the return of carbon dioxide. More precise references between stages would also improve flow.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “harvesting,” “cellulose,” “microbes,” and “ethanol,” which helps convey the general subject. However, the range is limited and several word-choice, collocation, and spelling errors make parts difficult to understand, for example “allocate into pre-processing,” “plants are cutting down into pices,” and “carbondioxideis.” Repeated use of “make” and “used” also limits precision. Some terms, such as “puberty” for plant maturity and “ozone depletion,” are inappropriate or unsupported in this process description. Aim for accurate process verbs and standard spelling, and use terms such as “are harvested,” “is converted into,” and “is released” to describe the stages clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a sequence linked with “When” and a clause beginning “in which.” However, complex sentences are often faulty, and frequent errors affect clarity. For example, “the process consist” has incorrect subject–verb agreement, while “they harvest by cutting machines” has an incorrect verb construction and unclear reference. Other problems include “plants reached at their…” and “microbes were added into the sugar,” where tense, preposition, and article choices are not controlled. Sentence boundaries and punctuation also need attention, particularly in the long final sentence. Practise accurate passive forms for process descriptions, such as “the plants are harvested” and “microbes are added,” alongside shorter, correctly formed sentences.

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