Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The presented diagram explicates that with the help of various stages how a biofuel which is called ethanol is produed.

Deep analysis of the diagram the given data reveales that the process of ethanol involves various stages. First of all, farmers was harvested the crops although after completing the lengthy process at the end ethanol was produced.

To begin with, the given data reveals that individuals dig the crops and various types of the plants subsequently, the plants recieved sunlight and carbon-dioxide and they became older consequently, farmers is harvesting the crops and they put these crops and plants in to the processing machine after the pre-processing process they become cellulose.

Moreover,the workers send the cellulose to the labs and numerous scientists work in these cellulose after the labs process these can be converted into he sugars and then microbes are added in to the sugar. Hence finally ethanol is produced and then this ethanol is utilized in tranportation indutries and various types of transports such as cars, aeroplanes,trucks etc. produced carbon-dioxide and although this process repeated again.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process for producing ethanol and include several central stages: plant growth, harvesting, pre-processing, cellulose, sugar, microbes and the final fuel. You also recognise that carbon dioxide from transport returns to the plants, capturing the cycle’s main feature. However, the overview is not clearly separated or fully accurate: the opening says only that there are “various stages,” while the later account suggests farmers dig up plants before they receive sunlight. The diagram instead shows plants growing with sunlight and carbon dioxide before harvesting. Some details are invented or unsupported, such as crops being sent to “labs” and scientists working on them. A clearer overview and more precise reporting of the sequence would strengthen the response.

Coherence and Cohesion: Band 5.0

The response follows a broadly chronological order, moving from plant growth through processing to ethanol use, and paragraph breaks provide some organisation. However, the progression is not consistently clear because the opening and second paragraph repeat general statements about the process, and several stages are compressed into long sentences. Connectors such as “although,” “consequently,” “Moreover,” and “Hence” are sometimes used inaccurately or mechanically, making relationships between steps harder to follow. For example, “farmers was harvested the crops although after completing…” does not clearly connect the ideas. Organise the stages into a concise introduction and overview, followed by clearly sequenced production and recycling details, using simple, accurate links such as “next,” “after this,” and “finally.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” and “carbon-dioxide,” which helps communicate the subject. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the process unclear. “Individuals dig the crops” does not describe the harvesting shown, and “workers send the cellulose to the labs” adds an unsupported setting. There are also noticeable spelling errors, including “produed,” “recieved,” “tranportation,” and “indutries.” Prefer precise, diagram-based terms such as “plants are harvested,” “the cellulose is processed,” and “ethanol is used as fuel for transport.” Check spelling and avoid adding technical details that are not shown.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the response uses sequencing clauses to describe several stages. However, complex sentences are often faulty, and frequent errors in verb forms, agreement, articles and sentence construction can make the sequence difficult to understand. Examples include “farmers was harvested,” “the plants recieved sunlight … and they became older,” and “farmers is harvesting.” The sentence beginning “Moreover, the workers send the cellulose…” also shifts awkwardly between present-tense actions and passive process descriptions. Use the present simple passive consistently for a process, for example, “The plants are harvested,” and check subject–verb agreement and clause boundaries. Shorter, accurately controlled sentences would make the stages clearer while you build range.

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