Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-16

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 5.5)

The given diagram outlines how ethanol a type of biofuel is produced from the beginning to the end of its procedure.

It shows a cycle on how ethanol is created from plants and also acts as energy for plants at the end of the process.

Initially, plants and trees grow following comes harvesting which leads to pre-processing. This helps to single out the cellulose which goes into processing. The processing of cellulose helps to make sugars. The final part of making ethanol needs microbes which are added to the sugars to finally form ethanol. This biofuel is mainly used as a source of energy for all kinds of transportational vehicles, for example cars trucks planes. The usage of such objects tend to emit a lot of carbon dioxide into the environment. This acts as fuel for plans and trees to grow as the main source of energy for plants to grow is sunlight anf carbon dioxide.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main stages from plant growth through harvesting, pre-processing, cellulose, processing, sugars and the addition of microbes to produce ethanol. You also identify the key cycle: carbon dioxide released when ethanol is used in transport returns to support plant growth, alongside sunlight. However, the overview is not clearly separated from the stage-by-stage account, and some details are imprecise: the diagram shows ethanol being used by a car, truck and aeroplane, rather than broadly by “all kinds” of vehicles. The explanation that cellulose is “singled out” is also not explicit in the visual. To make the account more complete and precise, state the cycle’s two main features clearly at the outset and report each stage using only information shown.

Coherence and Cohesion: Band 5.5

The response follows the process in a generally sensible order, using “Initially,” “which leads to,” and “The final part” to guide the reader through the stages. The second paragraph also moves from production to use and then to the carbon cycle. However, the answer is presented as two dense paragraphs, and the first sentence does not establish a clear overview distinct from the detailed sequence. Some links are awkward or unclear, particularly “This acts as fuel for plans and trees to grow,” where the reference of “This” is uncertain. Organise the response into a brief overview followed by a clearly sequenced account, and use precise linking phrases to show how the stages connect.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the diagram’s subject. There is some variety in how you describe the stages, such as “leads to” and “form.” However, several choices are imprecise or unnatural for a process description: “the beginning to the end of its procedure,” “single out the cellulose,” and “transportational vehicles.” There are also spelling errors in “plans” and “anf,” and “objects” is too vague for the vehicles shown. Aim for concise, accurate collocations and check spelling; for example, describe cellulose as being processed and name the transport modes directly.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including the sequence “The processing of cellulose helps to make sugars” and the clause “which leads to pre-processing.” The main stages remain understandable, but errors in sentence construction and agreement occur often enough to make parts less clear. The opening sentence is incomplete in structure: “how ethanol a type of biofuel is produced” needs punctuation around the inserted phrase. In “following comes harvesting,” the construction is faulty, while “The usage of such objects tend” has a subject–verb agreement error. The final sentence also repeats “source of energy” and is difficult to follow. Practise accurate sequencing structures and check agreement, punctuation and sentence boundaries.

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