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 THE PROCESS OF PRODUCING ETHANOL FUEL FROM PLANTS AND TREES .

OVERALL ,THE PROCESS CONSIST OF SEVERAL STAGES .BEGINNING WITH GROWTH OF PLANTS AND TREES AND ENDING WITH PRODUCED OF ETHANOL AS A FUEL . CARBON DIOXIDE ALSO PRODUCED

ONE KEY REASON IS THAT CARBON DIOXIDE AND SUNLIGHT COMBIMED AND PRODUCED ENERGY WHICH PLANT AND TREES TO GROWTH .WHEN THE PLANTS HARVESTED IT GONE INTO THE PRE PROCESSING .

IN THE PRE PROCESSING THEY CONVERT INTO THE CELLULOSE UNDER GONE INTO THE PROCESSING INYO THE FACTORIES .IN FACTORIES IT CONVERTED INTO THE SUGAR .

THEN THE SUGAR ADDED THE MICROBES WHICH PRODUCED THE ETHNOL FUEL

ETHANOL FUEL USED IN A AEROPLANE ,BUSES ,CAR WHICH AGAIN PODUCED THE CARBON DIOXIDE .

CARBON DIOXIDE AGAIN MIXUED WITH THW ATMOSPHERE AND WITH THAT MIXIED WITH SUNLIGHT TO PRODUCED ENERGY

AT THE FURTHER POINT IS THAT CARBON DIOXIDE MIXED WITH SUNLIGHT AND THE PROCESS START AGAIN TO PRODUCE THE ETHANOL FUEL

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from plant growth and harvesting through pre-processing, cellulose, processing, sugars and microbes to ethanol, and you recognise the cycle in which carbon dioxide returns to the plants. This gives the reader a relevant account of the process. However, the overview is not fully accurate: you say the process ends with ethanol, although the diagram continues through transport use and carbon-dioxide release back to plant growth. Some details are also unclear or misreported: the diagram shows a car, truck and aeroplane, not buses, and sunlight and carbon dioxide are inputs to plant growth rather than being combined to produce energy. Develop the overview around the full cycle and describe the transport and emissions stage more precisely.

Coherence and Cohesion: Band 5.0

The response has a broadly sensible sequence, moving from plant growth to fuel production and then to its use and the return of carbon dioxide. Paragraph breaks also separate some stages. However, progression is weakened by repeated or unclear transitions, particularly the two closing statements that both explain carbon dioxide returning and the process starting again. Connectors such as “then” and “when” are used, but relationships between stages are not always expressed clearly, and several sentences run together or lack clear punctuation. Organise the account into a clear introduction and overview, followed by the production stages and the final use-and-recycling stage. Use a small range of precise linking phrases rather than repeating the same point.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” which helps communicate the diagram’s subject. However, the range is limited and several word choices or forms make the description difficult to follow, such as “produced of ethanol,” “the sugar added the microbes” and “again mixed with the atmosphere.” There are also noticeable spelling errors, including “ethnol,” “pოდuced” and “mixued,” which reduce clarity. Aim for accurate process collocations and consistent technical terms: for example, say that plants are harvested, cellulose is processed into sugars, and microbes are added to the sugars. Check spelling carefully, especially for repeated key terms.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, and the sequence is generally understandable despite some grammatical errors. However, control of sentence structure and verb forms is inconsistent. For example, “the process consist” needs subject–verb agreement, while “plants and trees to growth” and “when the plants harvested it gone” do not form accurate clauses. Articles and sentence boundaries are also problematic in phrases such as “used in a aeroplane” and in the opening overview, where several statements are joined with full stops or commas incorrectly. Practise building complete clauses with a clear subject and verb, and use passive forms where appropriate, such as “the plants are harvested” and “the sugars are converted.” More accurate sentence patterns would make the stages easier to follow.

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