Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-25

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 highlights how biofuel called ethanol is produced.

In first step we can see energy comes to the plants which are mixture of sullight and carbon dioxide then trees grow then the farmer harvest it by machines in next stage harvested plants and trees are pre-processing with machines and changes into the cellulose which can be used in labortries for processing then its become sugars in this some microbes are added then finally in this way ethanol are made

Ethanol we also use in ours cars,truck and areoplane when we drive car it release the smoke thats make pollution same type of smoke spread when we drive truck and areoplane a gas which are made by these vehicle converted into the carbon dioxide then this is use for it for same process for making ethanol

carbon dioxide spread anywhere in the world we also make ethanol by using such method

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and describe the main production sequence, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol. You also mention the transport uses and the return of carbon dioxide, so the response covers the cycle’s key components. However, the overview is not clearly separated from the stage-by-stage account, and some details are unclear or inaccurate: for example, the diagram shows sunlight and carbon dioxide supporting plant growth, rather than energy simply coming “to the plants,” and carbon dioxide is recycled to the plants rather than described as spreading “anywhere in the world.” The explanation of emissions and their role in the cycle is also imprecise. A clearer summary of the circular process and more accurate descriptions of these links would make the account more complete.

Coherence and Cohesion: Band 5.0

The response follows the broad order of the diagram, moving from plant growth through production to transport and carbon dioxide, and the paragraph break helps distinguish production from use. However, the progression is difficult to follow because several stages are packed into long, loosely connected sentences. Phrases such as “then,” “in next stage,” and “finally” provide some sequencing, but connections are repetitive and occasionally unclear; “then this is use for it for same process” does not clearly identify what returns to the plants. Organise the account into a concise overview and logically grouped stages, and use precise references such as “this carbon dioxide” to make the cycle easier to track.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvest,” “cellulose,” “processing,” “sugars,” “microbes,” and “carbon dioxide,” which allows the reader to recognise the main stages. However, the range is limited and several word choices or spellings reduce clarity, such as “sullight,” “labortries,” “areoplane,” and “smoke” for the emissions shown. Some phrases are also awkward or imprecise, including “mixture of sunlight and carbon dioxide” and “ethanol are made.” Use accurate process terms and collocations, for example, “sunlight and carbon dioxide enable plants to grow,” “the plants are harvested,” and “carbon dioxide is released.” Proofreading spelling would also improve readability.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages using clauses with “then,” “when,” and “which,” but most sentences are long and several are difficult to parse. Errors in verb forms and agreement occur throughout: “ethanol are made,” “it release,” and “gas which are made” should use forms that agree with their subjects. Articles and sentence boundaries are also often missing, as in “In first step” and the extended sentence beginning “In first step we can see.” These problems sometimes make relationships between stages unclear. Build control with shorter sentences first, checking subject–verb agreement, articles, and punctuation, then add a few accurately formed complex sentences to show the sequence and recycling link.

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