Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-20

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)

This paragraph show the formation of ethanol.And how carbon dioxide is formed in return .first of all,when sunlight comes fron sun and the energy in atomphere and other carbon dioxide is combined it makes a new kiind of energy that is actually given to all plant espically to trees .

When all these trees cutting down ,all thier parts used in different procedure .Thier branches are used in homes and other things gone to industry and preprocess thier after their preprocessing it makes cellulose and these cellulose used in chemistry labs tu make other molucule .

finally,The sugar is formed there.And then microes are added to that sugar and our product is finally formed that is ethanol.And then this ethanol is actualy used in different vehicals such that ike ,cars motor ,etc.We know that all of these vehicals released carbon dioxide that is again transfer to our atmosphere . Our earth is actually cycle of everything just like this carbon dioxide is again transfer to environment

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main subject and several central stages, including plant growth, harvesting, pre-processing, cellulose, sugar, microbes and ethanol. You also recognise that carbon dioxide from transport returns to the atmosphere and is reused by plants, which captures the cycle’s key feature. However, some details are not supported by the diagram: it does not say that branches are used in homes, that other parts go to industry, or that cellulose is processed in chemistry labs. The overview is also not clearly separated from the stage-by-stage account, and the role of sunlight and carbon dioxide in plant growth is described inaccurately. Report only the stages shown and explain the circular relationship more precisely.

Coherence and Cohesion: Band 5.5

The response follows a broadly chronological order, moving from plant growth through processing to ethanol use and carbon dioxide release. Sequencing expressions such as “first of all” and “finally” help the reader follow the process. However, the account is presented as one paragraph, and the progression is weakened by abrupt or unclear links, for example, “Thier branches are used in homes and other things gone to industry.” The final sentences repeat the idea that carbon dioxide returns to the atmosphere without clearly connecting that return to the plants at the start of the cycle. Use a brief overview followed by logically grouped stages, and make each transition show the relationship between steps.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “preprocessing,” “cellulose,” “microbes,” “ethanol” and “carbon dioxide,” so the reader can identify the topic and several stages. However, the range is limited and some word choices are imprecise or informal for an academic process description. Phrases such as “a new kind of energy,” “other molecule,” and “our product” do not accurately name the outputs or stages, while “different procedure” is vague. Spelling errors, including “atmosphere,” “especially,” “molecules” and “vehicles” as written, also make the account less clear. Build a more precise process vocabulary and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas in longer sentences, but control of sentence structure is inconsistent, and errors sometimes make the process difficult to follow. For example, “This paragraph show” has subject–verb disagreement, while “when all these trees cutting down” is missing a finite verb and an appropriate passive form. Sentence boundaries and capitalisation are also unreliable, as in “ethanol.And” and “return .first of all”. Several clauses are joined without clear grammatical relationships, particularly the sentence about branches and industry. Practise accurate simple sentences first, then combine stages using controlled clauses and passive forms, such as “The plants are harvested” and “The cellulose is processed into sugars.”

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