Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-26

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 process diagram illustrates biofuel know as ethnol is produced.

Overall, it is linear process and their is an eight steps how ethanol is made by biofuel production. Starting from growth of plants and trees and for processing by laboutory at the last ethanol used in vehicles which generate carbon dioxide.

Looking at the diagram in more detail, at the begining, plants and trees are growing by farmers and then harvesting the crops, at the third stage, seeds is used for pre-processing subsequently, make it cellulose after that cellulose is send for processing by laboutory at the next stage, it is converted into sugars, and then microbes added for making the ethanol.

At the last stage, the ethanol is used for various transports like cars, truck and airoplanes. The vehicles are used to release carbon dioxide, following by, this energy (sunlight and carbon dioxide) and is helped for plants and trees growth.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from plant growth through processing and fermentation to ethanol use, and you correctly identify the transport modes and the return of carbon dioxide. The final sentence also recognises the cycle’s connection to plant growth. However, the overview calls the process “linear,” although the diagram is circular, and the claim that there are eight steps does not accurately represent the sequence. Some details are also unsupported: the diagram does not specify that farmers grow the plants or that seeds are used in pre-processing. To strengthen the response, describe the cycle accurately in the overview and report the labelled stages without adding assumptions.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, a detailed account of the production stages, and a final paragraph about transport and carbon dioxide. The stages are generally presented in sequence, so the reader can follow the process. However, cohesion is sometimes mechanical or unclear. For example, “subsequently” and “after that” are used in a long sentence that strings several stages together, while “following by” does not clearly connect the carbon-dioxide release to the cycle. The overview’s description of a linear process also conflicts with the later explanation of carbon dioxide returning to plant growth. Use shorter stage-based sentences and clearer links to show the circular relationship.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars,” and “microbes,” which helps communicate the stages. There is also some useful topic-specific language in “carbon dioxide” and “vehicles.” However, several word-choice, spelling, and collocation problems reduce precision: “ethnol,” “laboutory,” “airoplanes,” and “seeds is used” are inaccurate or awkward, while “various transports” is not a natural expression. “Linear” is also an inaccurate choice for the overall cycle. Aim for accurate forms and conventional process collocations, such as “the plants are harvested,” “processed in a facility,” and “modes of transport.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a sequence joined with “and then” and a final sentence linking transport emissions to plant growth. However, control is uneven, and errors in sentence structure, agreement, articles, and verb forms sometimes make the meaning difficult to follow. Examples include “it is linear process,” “there is an eight steps,” “seeds is used,” and “carbon dioxide and is helped for plants and trees growth.” The long sentence beginning “at the third stage” also lacks clear grammatical control as it moves through several stages. Practise accurate passive forms for processes—for example, “the cellulose is processed” and “microbes are added”—and check subject–verb agreement and sentence boundaries.

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