Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The image illusrate that the how produce biofuel and how ethanoal is made by plant and trees. it also show that the all processing of ethanoal and how we return carbon dioxide to trees throught different mode of transportation such as car truck and airplane.

one the one hand we plant a trees and waiting then when plants or tree were fully grow. After that we harvest the plants and send to the pre processing mill where remove the waste materials of plants or trees and made from it cellulose. in addition they were processing in a chemical libartry after this we have sugars crystals. moreover added microbes made ethanol

one the other hand we used ethanol for as a fuel. it used in mode of transportations such as car tractor and airplane when fuel burn they automatically produced carbon dioxide. At the end we return carbon dioxide to atmosfair it usefull for plants growth

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a production cycle and mention several key stages, including plant growth, harvesting, pre-processing, cellulose, sugars, microbes and ethanol. You also recognise that carbon dioxide from transport returns to support plant growth, which captures the cycle’s main feature. However, some details are inaccurate or unclear: the diagram shows a factory/refinery processing cellulose into sugars, not a “chemical library,” and it does not specify that waste is removed. The transport modes are a car, truck and aeroplane; “tractor” is not shown as a fuel user. The response would be more complete with a clear overview and a more precise account of the sequence and the sunlight/carbon dioxide input.

Coherence and Cohesion: Band 5.5

The response has a basic overall order: it first describes production and then explains how ethanol is used and carbon dioxide returns to plants. This gives the reader a general sense of the cycle. However, the division into “one the one hand” and “one the other hand” is not a natural way to organise sequential stages, and several linking expressions (“After that,” “in addition,” “moreover”) are used mechanically. The production paragraph also compresses multiple steps into a long, loosely connected sequence, making the relationship between pre-processing, cellulose, processing and sugars difficult to follow. Use a clear overview followed by stages in chronological order, with accurate references such as “this material” or “the resulting sugars” to connect ideas.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvest,” “cellulose,” “microbes,” “ethanol” and “carbon dioxide,” so the topic is recognisable. However, the range is limited and several word choices or spellings make the description less precise, such as “chemical libartry,” “sugars crystals,” “atmosfair” and “mode of transportations.” Some expressions are also awkward, including “made from it cellulose” and “used ethanol for as a fuel.” Aim for accurate process terms and natural collocations, for example “processing facility,” “sugars are produced,” and “used as a fuel.” Careful proofreading of spelling and word forms would make the meaning easier to follow.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages with longer sentences, but grammatical control is weak and errors frequently affect clarity. For example, “The image illusrate that the how produce” has an incorrect verb form and sentence structure, while “when plants or tree were fully grow” contains problems with tense, agreement and verb form. Articles and plurals are also inconsistent in “we plant a trees,” and the final sentence, “it usefull for plants growth,” lacks a correctly formed verb and article. Most sentences rely on simple clauses joined together, with limited accurate complex structures. Practise forming complete sentences with a clear subject and verb, and check tense consistency, singular/plural agreement and punctuation.

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