Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-18

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 figure illustrates the formation of ethanol in a series of steps from sunlight rays to automobiles . Overall the diagram shows the carbon dioxide usage in a following steps of ethanol making.The process begins with the exposure of green plants to sun radiations ,the green plants absorbs carbondioxide and energy from sun and then if we cut the plants for daily usage and formation of papers we take it to a granding machines which the particles into small pieces which are then combines and made a cellulose sheet .Further we process the cellulose and formed a sugar and then ethanol by consuming bacteria by sugar and further this ethanol is uses in different transport vehicles .Respectively from the cars the carbondioxidemoves to environment and begins the cycle from exposure to plants and environment and from there the proceess recycles and proceedes further.Overall the procedure is ethanol recycling in the environment .

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a process and give a broad overview of the cycle, including plant growth, conversion into ethanol, transport use and carbon dioxide returning to plants. These are relevant main features, so the response addresses the task. However, some stages are reported inaccurately or unclearly: the diagram shows cellulose being processed into sugars and microbes being added before ethanol is produced, whereas “ethanol by consuming bacteria by sugar” does not clearly explain this sequence. The claim about cutting plants for daily use and making paper is not shown. To strengthen the report, describe each key stage in order and distinguish the diagram’s stated inputs and outputs without adding unsupported details.

Coherence and Cohesion: Band 5.0

The response follows the general direction of the process, and words such as “Overall,” “Further” and “then” attempt to guide the reader through it. However, most information is packed into one long paragraph and several extended sentences, so the stages and the overview are difficult to distinguish. Connections are sometimes unclear, particularly in “and then if we cut the plants for daily usage…” and “Respectively from the cars…”. The repeated use of “and then” also makes progression mechanical. Organise the answer into a brief overview and a separate sequence of stages, using clear links such as “Next,” “After this” and “Finally,” with each sentence covering a manageable part of the cycle.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “cellulose,” “sugar,” “ethanol,” “carbon dioxide” and “transport vehicles,” which helps convey the subject. However, the range is limited and several word choices or collocations are inaccurate, making parts of the process hard to understand. For example, “sun radiations,” “granding machines,” “consuming bacteria by sugar” and “ethanol recycling” do not describe the diagram naturally or precisely. Spelling and word formation problems, such as “carbondioxide” and “proceess,” also reduce clarity. Build a more accurate process vocabulary and check spelling; use terms such as “harvesting,” “pre-processing,” “microbes” and “is converted into” where they match the visual.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several stages using clauses, for example, “The process begins with…” and “which are then…,” showing some effort to use more than simple sentences. However, the long sentence structures are often faulty, and errors in agreement, verb forms, articles and punctuation make the sequence difficult to follow. Examples include “the green plants absorbs,” “which the particles into small pieces,” “a sugar,” and “this ethanol is uses.” Sentence boundaries are also unclear, with spaces before punctuation and several ideas joined without full stops. Use shorter, complete sentences and check subject–verb agreement and verb forms—for example, “plants absorb” and “ethanol is used”—before adding more complex clauses.

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