Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-24

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 diagrams demotrates the complete process of biofuel making which is callled ethanol.

At first, the process start with harvesting the plants and trees which grow with energy made with sunlight and carbon dioxide, they are then crushed through pre-processing, and cellulose are made, after which cellulose are processed to make sugars particles which then on the last step mixed with microbes added. then which made the biofuel(ethanol) making process complete.

The diagram also shows the use of ethanol by various different vehicles, like cars, trucks, or airplanes. and this is where the process repeats itself as these vehicles leaves carbon dioxide in the air and it recheases to the plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the broad stages of the cycle, including plant growth, processing, the addition of microbes, ethanol use in vehicles, and carbon dioxide returning to plants. However, the task is only partially covered: the overview is not clearly stated, and some stages are compressed or misrepresented. For example, the diagram shows harvesting before pre-processing, but your opening says the process starts with harvesting without clearly explaining the cycle’s initial role of sunlight and carbon dioxide. You also do not clearly report that ethanol is produced after microbes are added, or describe the three transport modes in enough detail. The response is 113 words, below the required 150, which limits the detail you can include. Develop a clear overview and explain each key stage accurately.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: it first describes production and then turns to how vehicles use ethanol and return carbon dioxide to the cycle. This gives the reader a general sense of progression. However, the first paragraph contains many stages in one long sentence, so the relationships between them are difficult to follow. The transition “then which made” is unclear, and the second paragraph begins with “and,” making the connection between paragraphs less controlled. Use separate sentences for the main stages and clearer sequencing phrases such as “Next,” “Following this,” and “Finally.” A short overview paragraph followed by a production paragraph and a cycle-use paragraph would make the organisation more effective.

Lexical Resource: Band 5.5

You use some relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the topic. However, the range is limited, and several word choices or forms are inaccurate or awkward, such as “biofuel making,” “sugars particles,” and “leaves carbon dioxide.” Spelling errors, including “demotrates,” “callled,” and “recheases,” are noticeable and can distract the reader. Aim for precise process language and check spelling carefully. For example, describe plants as being “harvested,” materials as being “converted into sugars,” and vehicles as “releasing carbon dioxide.” This would make the account clearer and more appropriate for an academic process description.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several stages using clauses, as in “which grow with energy made with sunlight and carbon dioxide,” but the sentence structures are often faulty and the response relies heavily on long, joined sentences. There are frequent problems with verb forms and agreement: “the process start,” “cellulose are made,” and “vehicles leaves” should use correctly matched subjects and verbs. The phrase “which then on the last step mixed with microbes added” lacks a clear grammatical structure, making the sequence hard to understand. Punctuation and sentence boundaries also need attention, particularly where a new sentence begins with “then” or “and.” Use shorter, complete sentences first, then add controlled complex structures.

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

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