Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-17

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 outlines difftent stages to produce ethanol well known as a biofuel. This is a recycling process. Intially used a carbon dioxided and that get from end product by vehicles.

At first, plants and trees are grown using sunlight and carbon dioxide then it harvested by tractor. Harvested product undergoes for Pre processing to obtain result as a cellulose.

further cellulose treated with chemicals to get sugars.

Now, various microbes added into sugars to get final product sugar. Ethanol is used for various transportaion for example Car, truck, and aeroplane. During the transportaion vehicles emit carbon dioxide that depot in environment and trees used this carbon dioxide to maintain biofuel production cycle.

Overall, for production of biofuel uses a enviromental resources as a raw material and then treated by modern equipment and treated with various chemicals to get ethanol.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a cycle and cover several key stages, including plant growth, harvesting, pre-processing, conversion to sugars, adding microbes, and transport use. However, some details are inaccurate or unclear: the diagram shows processing but does not specify chemicals, and the final product is ethanol, not “sugar.” The overview also describes environmental resources and modern equipment rather generally rather than clearly summarising the cycle from plant growth through fuel use and carbon dioxide returning to plants. The response is 140 words, below the required 150, so it does not fully meet the task requirement. To strengthen the report, describe each stage precisely and make the carbon-dioxide loop explicit.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from plant growth to processing and then transport, and the opening and closing sentences attempt to frame the process. However, progression is not consistently clear: “further cellulose treated…” and “Now, various microbes…” are joined with limited explanation of how the stages connect. The final overview repeats broad points rather than drawing the stages together, and the reference in “that depot in environment” makes the carbon-dioxide link difficult to follow. Use clear paragraphing for an overview and the sequence, and connect stages with accurate transitions such as “Next,” “After this,” and “Finally.” Ensure each pronoun clearly refers to a named substance or stage.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvested,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the subject. However, the range is limited and several word choices or collocations are inaccurate enough to make parts difficult to understand. For example, “get final product sugar” misidentifies the product, while “carbon dioxide that depot in environment” does not express the intended release clearly. There are also noticeable spelling errors such as “difftent,” “Intially,” and “transportaion.” Build a more precise set of process terms and check spelling; use the diagram’s labels where possible, such as “processing,” “sugars,” and “ethanol.”

Grammatical Range and Accuracy: Band 4.5

The response attempts a few longer sentences, particularly when describing plant growth and the return of carbon dioxide, but most structures are simple and several attempts are faulty. Examples include “Intially used a carbon dioxided” and “then it harvested by tractor,” where the sentence lacks a clear subject or correct verb form. In “For production of biofuel uses a…,” the subject and verb construction is also incomplete. Articles, agreement, and tense control are inconsistent, and these errors sometimes make the process hard to follow. Practise complete passive forms for process descriptions—for example, “The plants are harvested”—and use a consistent present simple tense. Aim to make each sentence grammatically complete before adding detail.

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