Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-21

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 cycle explains the process of how ethanol is made. At first, the sunlight is used for plant's production of trees also the plant give carbon dioxide. The grew plants and trees are harvested to start the process of making ethanol. The tress go under several pre-processing steps and pre-processing to make the cellulose. Then the cellulose is is processed on large scales, this is the processing step which then make the sugars used for making ethanol. ATt last the sugars are added with mocrobes, this is the fermentation process which then makes the ethanol. The ethanol is then used in cars,heavy vehicles and planes,which make them working and make them able to run and start.These cars,trucks and plane when run on the road removes carbondioxide gas which is a harmful gas and is injurious to species health again goes towards the plants growth process through the cycles. This is a cycle as the carbondioxide gas made during cars running is again used for growth of tress and plants.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from plant growth and harvesting through pre-processing, cellulose, processing, sugars, microbes and ethanol, and you identify the circular link between transport-related carbon dioxide and renewed plant growth. This gives the reader a generally accurate account of the process. However, some details are unclear or not fully supported: sunlight is described as being used for “plant’s production of trees,” and the text says plants “give carbon dioxide,” whereas the diagram shows plants growing with sunlight and carbon dioxide. The account also adds that ethanol makes vehicles “able to run and start” and calls the gas harmful, neither of which is needed to summarise the diagram. Make the overview more precise and focus on the stages and cycle shown.

Coherence and Cohesion: Band 5.0

The stages are mostly presented in the correct order, and sequencing phrases such as “At first,” “Then” and “At last” help the reader follow the process. The final sentences also return to the cycle, giving the response some overall unity. However, the account is written as one long paragraph, and several ideas run together, especially the explanation of vehicle use and carbon dioxide returning to plants. Repeated references to “the process” and “cycle” make the progression feel repetitive rather than smoothly connected. Divide the response into an introduction/overview and a paragraph describing the stages, and use clearer links between the production sequence and the recycling loop.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “sugars” and “microbes,” which helps convey the diagram’s stages. There is also an attempt to use more specific terminology in “fermentation.” However, the range is limited and several word choices or spellings are inaccurate, such as “tress,” “mocrobes” and “carbondioxide.” Phrases including “plant’s production of trees” and “make them working” are awkward and make parts of the description difficult to interpret. Aim for precise process collocations and consistent spelling; for example, describe plants as growing, materials as being processed, and carbon dioxide as being released or absorbed.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect stages in longer sentences, using forms such as “which then makes the sugars” and “when run on the road,” alongside simpler statements. However, complex sentences are often not controlled accurately, and errors sometimes make relationships between ideas unclear. Examples include “The grew plants and trees are harvested,” “the cellulose is is processed,” and “the sugars are added with microbes,” which show problems with verb forms, repetition and sentence construction. There are also agreement and punctuation issues, as in “cars, heavy vehicles and planes, which make them working.” Use shorter, complete sentences when needed, check subject–verb agreement and verb forms, and punctuate lists and clauses carefully.

See this exact question answered at other band scores. The same prompt compared across bands.

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