Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The illustration following given how a biofuel called ethanol is manufactured.

In this figure, The diagram shows that how ethanol is made and how to use sugar production microbes aded and its construction.

In this detal, Its contain energy ( sunlight and carbon dioxide) its helpful for trees and plants grow.Further, The next step plants and trees cutting the harvesting send the farms and start pre-processing. As well as, The mixture of harvesting mix with long cellulose and sent their plants matchine and start processing with different materials.

Other, The processing has complete and cahnge the material in sugars and then microbes added and its covert in to Ethanol. They Final ethanol sent their three different types of transport and obtain carbon dioxide.Also, Its a whole circle contain carbon Because, The carbon dioxide spread the all side and use their different kinds of fuels and engine.

In conclusion, The finally ethanol is made up of and use thier many kinds of things.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the subject as ethanol production and include several relevant stages, such as harvesting, pre-processing, processing, sugar formation, adding microbes, and producing ethanol. However, the account only minimally reports the diagram’s main features: the overview is unclear, and important parts of the cycle are omitted or misrepresented. In particular, you do not explain that sunlight and carbon dioxide support plant growth, or clearly describe carbon dioxide released by the vehicles returning to the plants. Phrases such as “use sugar production microbes” and “carbon dioxide spread the all side” make the process difficult to understand. To strengthen the response, give a clear overview of the cycle, then describe the stages in order and accurately explain the role of carbon dioxide and the three transport types.

Coherence and Cohesion: Band 5.0

The response has some basic organisation: it moves from plant growth and harvesting to processing, then to ethanol and transport, and it uses paragraph breaks to separate parts of the account. This gives the reader a rough sense of sequence. However, progression is not consistently clear, and several linking expressions are inaccurate or repetitive, including “Further,” “As well as,” “Other,” and “Also.” Some sentences combine several stages without showing how they connect, while “In conclusion” introduces a vague ending rather than summarising the cycle. Use straightforward sequencing markers such as “Next,” “After this,” and “Finally,” and organise the report into a brief overview followed by clearly ordered process stages.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “processing,” “sugars,” “microbes,” and “carbon dioxide.” These terms show an attempt to describe the diagram rather than relying entirely on general language. However, word choice and collocation are often inaccurate or unclear, as in “plants and trees cutting the harvesting,” “long cellulose,” “plants matchine,” and “use their different kinds of fuels and engine.” There are also spelling errors such as “aded,” “detal,” and “cahnge.” These problems sometimes make it hard to identify the intended meaning. Aim for precise process vocabulary and check spelling; for example, describe plants as being “harvested” and cellulose as being “converted into sugars.”

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example, “The processing has complete and cahnge the material in sugars and then microbes added,” and you use some sequencing language. However, sentence structures are limited and many sentences contain frequent errors in verb forms, articles, agreement, and sentence construction. Examples include “The illustration following given,” “The diagram shows that how ethanol is made,” and “microbes added and its covert in to Ethanol.” These errors can obscure who or what performs each action. Practise accurate passive forms for process descriptions, such as “the material is processed” and “microbes are added,” alongside clear simple sentences. Check that each sentence has a complete subject and verb, and use consistent present tense.

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