Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-22

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 picture indicates the biofuel process and how different things can make from this process. First of all, we plants a tree which absorbs sunlight and carbon dioxide which is necessary for the plants growing. When the plants and trees are reached to its final stage then the woodcutter can cut the trees. After this process, the next step is harvesting and then goes for the pre-processing. In the pre-processing step, they make into small pieces and make a cellulose function.

Secondly, the cellulose manufactured the material goes to the processing step after the processing turn into the sugars chain. The sugars chain can amke a bond with processing. Then some material is added like microbes which is a type of bacteria.

Overall, After all the processing outcome is shown in the form of Ethanol. Ethanol is type of biofuel which can be used in our daily life like cars,trucks and areoplanes. The carbon dioxide is come in the form of pollution and involves in the environment and this process is repeated daily which we can shown when the pollution comes from the transport.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main stages, from plant growth and harvesting through processing, the addition of microbes, and the production and use of ethanol. You also recognise that carbon dioxide from transport returns to the plants, which captures the diagram’s cyclical feature. However, some details are inaccurate or unclear: the diagram shows harvesting before pre-processing, but your sequence says “the next step is harvesting and then goes for the pre-processing” after describing cutting; it does not specify a woodcutter or that the material is made into small pieces. The explanation of sugars and microbes is also difficult to follow, and the overview does not clearly summarise the cycle. Report the stages in order and describe the carbon-dioxide loop precisely.

Coherence and Cohesion: Band 6.0

The response has a recognisable sequence and uses paragraphing to separate early stages from later processing and the final product. Connectors such as “First of all,” “After this process,” and “Secondly” help signal movement through the process. However, progression is sometimes disrupted by unclear links, particularly “The sugars chain can amke a bond with processing,” which does not explain how sugars lead to microbes being added. “Overall” appears only near the end and introduces details rather than a concise overview. Some references, such as “this process” and “they,” are also vague. Organise the account into a clear overview followed by stages in diagram order, using explicit links between each input and output.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” “Ethanol,” and “carbon dioxide,” so the topic is generally identifiable. However, the range is limited and several word choices or collocations make the meaning difficult to understand. For example, “make a cellulose function,” “sugars chain,” and “make a bond with processing” do not accurately describe the stages shown. There are also spelling errors such as “amke” and “areoplanes,” and informal wording such as “daily life.” Aim for precise process language and avoid adding technical claims that the diagram does not support. Using terms such as “is converted into” and “is used as fuel” would make the description clearer.

Grammatical Range and Accuracy: Band 5.0

You attempt to link ideas in longer sentences, for example, “When the plants and trees are reached to its final stage then the woodcutter can cut the trees,” but control of sentence structure and verb forms is inconsistent. Errors include “we plants a tree,” “the cellulose manufactured the material goes,” and “The carbon dioxide is come,” where agreement or verb construction is faulty. Articles and plurals are also problematic in “Ethanol is type of biofuel” and “cars,trucks.” These errors sometimes make the process difficult to follow. Practise accurate simple passive forms for process descriptions, such as “the material is processed” and “ethanol is produced,” then combine them with a few controlled complex sentences.

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