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)

Given diagram illustarates the process of ethanol formation.

Overall, the formation of ethanol is a cyclic process .First of all sunlight ,corbondioxide and water make plants food to grow them trees which than harvested by farmers and pre processed to get cellulose. After this cellulose reprocessed to convert it into simple sugar.Finaly by adding microbes into this sugar

ethanole is formed.This biofuel then used by aeroplanes and other motor cars which

release corbondioxide.

Actually ethanole is produced from sugar and sugar is formed by plants so the first contributer is plants .Plants use corbondioxide and sunlight to make their food .First of all plants are harvested by the farmers .these harvested plants then pre processes to get cellulose .After this step cellulose is reprocessed to cover it into simple sugar .at last small microbes are added into this simple sugar. Finaly microbes and sugar converted into ethanol. This ethanol then used by aeroplanes and other motercars which released corbondioxid which again used by plants ant this frocess.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main stages, from plant growth and harvesting through cellulose and sugar to ethanol, and you recognise the cycle linking carbon dioxide released by transport back to plant growth. This gives the response relevant coverage of the process. However, some details are inaccurate or unclear: the diagram does not show water being used to grow the plants, and it shows sunlight and carbon dioxide rather than farmers as the initial inputs. The overview also says ethanol is used by “aeroplanes and other motor cars,” omitting the truck, while the later description does not clearly explain that microbes are added before ethanol is produced. To strengthen the report, describe the stages precisely and distinguish the production sequence from the carbon cycle.

Coherence and Cohesion: Band 4.5

The response has an overview followed by a further description, and it uses sequence markers such as “First of all,” “After this,” and “at last” to guide the reader through the process. However, the second paragraph largely repeats the first rather than adding clearly organised detail, so progression is limited. Some links are awkward or unclear, particularly “Actually ethanole is produced from sugar and sugar is formed by plants,” and the final phrase “which again used by plants ant this frocess” does not clearly connect the cycle back to its starting point. Organise the stages once in their diagram order, then use a separate overview to summarise the cycle. Clearer sentence boundaries and less repetition would improve cohesion.

Lexical Resource: Band 5.0

You use several relevant process terms, including “harvested,” “cellulose,” “simple sugar,” and “microbes,” which help communicate the subject. However, the range is limited and some word choices or forms make the description difficult to follow. For example, “reprocessed” is used for the conversion of cellulose, and “make plants food to grow them trees” is not a natural way to describe plant growth. There are also frequent spelling errors, including “illustarates,” “corbondioxide,” “ethanole,” and “Finaly.” Aim for accurate process vocabulary and check spelling carefully; terms such as “is converted into” and “is released” would describe the stages more precisely.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple sentences and longer sequences, and the reader can generally identify the intended order of events. However, errors in sentence structure and verb forms occur throughout and sometimes obscure relationships between stages. Examples include “sunlight, corbondioxide and water make plants food to grow them trees,” “cellulose reprocessed to convert it,” and “microbes and sugar converted into ethanol,” where clauses lack clear grammatical structure or necessary verbs. Tense and agreement are also inconsistent, as in “which released corbondioxid” and “which again used by plants.” Punctuation is unreliable, with missing spaces after full stops and commas. Practise complete passive constructions, such as “the plants are harvested” and “the cellulose is converted into sugar,” and separate each stage into a clear sentence.

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