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 diagram gives information that how ethanol is manufactured which is a biofeul.

Sunlight and carbon dioxide are the first important material for ethanol production. Than plants are harvest and cellulose and sugar produce ethanol by different steps. When ethanol is burnt in vehicle it produce carbon dioxide and the process than again begin.

At first, plants consume sunlight and carbon dioxide. Plants then grow at large. Then the farmers harvest them and take them to processing machines. Plants then put into the machines and produce a subtance called cellulose.

After the production of cellulose, this goes to another proccessing in which various chemicals are used. These chemicals are added to cellulose. A new material is produce name as sugars. In sugars, microbes sre added to transm it into biofeul( ethanol). Ethanol is used to start the vehicles such as cars, busses and airplanes etc. When ethanol burn it produce a huge amount of carbon dioxide which than goes to air for furthur cycle of ethanol formation.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as a cycle and include its main stages, from plant growth and harvesting through cellulose, sugars and ethanol to carbon dioxide returning to the plants. This gives the reader a relevant overall account. However, some details are inaccurate or unsupported: the diagram does not show farmers taking plants to “processing machines,” chemicals being added, or a “huge amount” of carbon dioxide. It shows pre-processing and processing, with microbes added after sugars. The overview also says ethanol is burnt in vehicles, but could more clearly explain that the carbon dioxide released by transport is recycled into plant growth. Report the labelled stages precisely and avoid adding causes or quantities that the diagram does not provide.

Coherence and Cohesion: Band 6.0

The response has a generally coherent sequence, and the paragraph break separates the brief overview from the stage-by-stage description. Sequencing words such as “At first,” “then,” and “After” help the reader follow the process. However, the overview repeats information that is explained again in the body, and some links are unclear or mechanical, particularly “Than plants are harvest and cellulose and sugar produce ethanol by different steps.” The final sentence also compresses carbon dioxide release and the return to the start of the cycle. Organise the stages in a clearer progression, use linking phrases to show cause and sequence accurately, and make references such as “this” unambiguous.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “cellulose,” “microbes,” “ethanol,” and “carbon dioxide,” which helps communicate the subject. There is also some attempt to vary wording with phrases such as “manufactured” and “production.” However, spelling errors and imprecise or unnatural choices are noticeable, including “biofeul,” “subtance,” “furthur,” and “a huge amount.” Some expressions, such as “start the vehicles,” do not describe the process naturally. Use the exact labels from the diagram where possible, and choose precise collocations for each stage. Careful proofreading of spelling and word forms would make the description clearer and more appropriate for an academic process report.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex sentences, including “When ethanol is burnt in vehicle…” and “After the production of cellulose, this goes to another…” However, errors in verb forms, agreement, articles and sentence construction are frequent enough to make some parts difficult to read. Examples include “plants are harvest,” “sugar produce ethanol,” “it produce,” and “A new material is produce.” The sentence beginning “Than plants are harvest…” also lacks a clear grammatical structure. Practise accurate passive forms for processes, such as “plants are harvested” and “sugars are produced,” and check subject–verb agreement and articles. Shorter, correctly formed sentences would improve clarity while you build control of more complex structures.

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