Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram illustarte the biofuel production and the define rthe diagream the how ethanol is made in trees are creating the ethanol fuel . This is very long process and i m explain.

Overall, the first the trees are growth and cut and ready in machine and mixed the camicals and result of ethanol is raedy and uesr the vehealis and wod the carbon dioxide in vehealis and this gas are ues in trees and plants.

Firstely the trees are absorveing the energy , sunlight, carbon dioxide and plants and trees are very fast growth .Next the harvestling are palnts and trees cut the machines means tractor and other machiens . And next procees is trees are plants are in put the machine and result of thsi is cut in small pieces . And next the cellulose is ready and mixed the camical in processing in lab .

And next stage is sugars camical is raedy and added the microbes . And finally the ethanol fuel is raedy and this isn ues in airoplan , truks, and cars ues and this is wod are carbon dioxide and the gas is fix the air and ues this air plants and trees . so the process are recycling .

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a production cycle and cover its main stages, from plant growth and harvesting through processing, the addition of microbes, and the production and use of ethanol. Your overview also recognises that carbon dioxide from transport returns to support plant growth, which captures the cycle’s key feature. Some details, however, are unclear or not fully accurate: “mixed the camicals” and “mixed the camical in processing in lab” suggest chemicals are added, whereas the diagram shows cellulose being processed into sugars and microbes being added afterward. The description of the final carbon-dioxide stage is also difficult to follow. To strengthen the report, explain the transformations more precisely and distinguish the stages without adding unsupported details.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction and overview are followed by two paragraphs describing the stages. The sequence is generally traceable, and words such as “Firstely,” “Next,” and “finally” help signal progression. However, the linking is often mechanical, with “And next” repeated, and some sentences combine several stages without clear boundaries. For example, the overview moves from trees being cut to chemicals being mixed and then to vehicle use in one long sequence. The final paragraph also shifts quickly from ethanol to transport and carbon dioxide. Use clearer sentence divisions and a wider range of accurate sequencing phrases, while keeping each sentence focused on one or two connected stages.

Lexical Resource: Band 4.5

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “processing,” “sugars,” “microbes,” and “carbon dioxide,” which helps communicate the subject. However, the range is basic and several misspellings or inaccurate word choices make parts difficult to understand, such as “illustarte,” “camicals,” “vehealis,” and “wod.” Some expressions are also imprecise for a process description: “trees are growth” and “this gas are ues in trees” do not clearly convey the intended actions. Aim to learn the spelling and use of the diagram’s key terms, and choose precise verbs such as “absorb,” “harvest,” “convert,” and “release.”

Grammatical Range and Accuracy: Band 4.5

You attempt to describe a sequence using both short statements and linked clauses, and the overall meaning can often be inferred. However, control of sentence structure and basic forms is weak, so errors frequently obscure relationships between stages. Examples include “the trees are growth,” “the ethanol fuel is raedy,” and “this gas are ues in trees,” where verb forms and subject–verb agreement are inaccurate. Articles and sentence boundaries are also often missing, as in “Next the harvestling are palnts and trees cut the machines.” Practise forming clear present-simple process sentences, for example, “The trees are harvested by tractor” and “Microbes are added to the sugars.” Check agreement, passive forms, and punctuation when editing.

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