Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-15

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 represents how a biofuel called ethanol is produced with 8 process stages and recycled of carbon dioxide.

Overall, process of ethanol producation have 8 stages. the beggning with plant grow consume energy like carbon dioxide and sunligh and the ending with vehicle produce carbon dioxide which reuse in plant for energy as result od reuse of carban dioxide.

Firstly, plants and trees are growing by taking an energy like; sunlight and carbon dioxide. than harvesting plant and trees and transporting for pre-processing.

pre-process cut into small peaces and make cellulose. Next, processing with cellulose too make sugars.

Than microbes are adding in to sugar to make ethanol compounds which use in many transport vehicles like; car, truck and air-plane. Vehicles are produce carbon dioxide which reuse by plants and tress for energy.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a production cycle and include its main stages, from plant growth and harvesting through cellulose, sugars and ethanol, then carbon dioxide returning to plants. This captures the central process, but some details are incomplete or inaccurate: the diagram shows ethanol being used by a car, truck and aeroplane, while the response refers generally to vehicles; it also omits the distinct processing stage and does not clearly explain that microbes are added to the sugars. The overview repeats the eight-stage count rather than summarising the cycle’s key features. The response is also 16 words below the required minimum, limiting the detail provided. Develop the overview and describe each stage more precisely.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the process in sequence. Words such as “Firstly,” “Next,” and “Than” help signal progression, and the reader can generally follow the cycle from plant growth to carbon dioxide reuse. However, the progression is sometimes abrupt, and the final paragraph compresses several stages into one sentence. Some links are unclear, particularly “which reuse by plants,” where the reference and relationship are difficult to follow. The overview also repeats information rather than guiding the reader through the main stages. Use accurate sequencing expressions consistently and give each major phase a clear connection to the next.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars,” and “carbon dioxide,” so the topic is usually identifiable. However, the range is limited and several word choices or forms are inaccurate, such as “produaction,” “recycled of carbon dioxide,” “peaces,” and “compounds.” Phrases like “taking an energy” and “use in many transport vehicles” are also unnatural and reduce precision. Repetition of “plants and trees” and “carbon dioxide” could be managed with accurate alternatives where appropriate. Build a more reliable set of process verbs and collocations, for example “absorb,” “convert,” and “release,” and check spelling and word forms before submitting.

Grammatical Range and Accuracy: Band 4.5

The response communicates the broad sequence, but grammatical control is inconsistent and errors sometimes make relationships difficult to understand. Examples include “Overall, process of ethanol producation have 8 stages,” where the article and subject–verb agreement are missing, and “Vehicles are produce carbon dioxide,” which has an incorrect verb construction. Tense and sentence formation are also problematic in “plants and trees are growing” and “than harvesting plant and trees and transporting for pre-processing.” Most sentences rely on simple structures, with limited accurate use of complex forms. Practise forming clear passive sentences for process descriptions, such as “The plants are harvested” and “The sugars are processed with microbes,” while checking articles, agreement, and verb forms.

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