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 illustrate that ethanol is produced by growing a large numbers of trees and plants . Plants and Trees get energy from sun in the form of sunlight and carbon dioxide, after this when the plants and trees were grown at a specific time then we done first task is harvesting. After the harvasting process is complete, we sent a whole plants and trees in na pre-processing machine here this made a ceelulose and then cellulose sent them to a laboratries, after anaylzing and a lot of chemical reaction processing finally made a sugare, and this sugars added a micribes and make ethanol. Ethanol widely used in a transportation like in Aerolplane, Trucks and in a cars. After using ethanol by thses types of vehicles emit carbon dioxide and these carbon dioxide again roaming in the environment and involves a essential role in plants and trees life. This is a whole process how we make an ethanol and used in different purpose.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages, from plant growth and harvesting through pre-processing, cellulose, processing, sugars, microbes and ethanol, and you also include its use in transport and the return of carbon dioxide to plants. This gives the reader a relevant account of the cycle. However, some details are unclear or not supported by the diagram: it does not show a specific growing period, laboratory analysis or “a lot of chemical reaction,” and the carbon dioxide is shown returning to the plants rather than simply roaming in the environment. The overview is also mostly embedded in the final sentence instead of clearly highlighting the cycle as the key feature. Keep the description focused on the stages and the carbon cycle, and avoid adding processes not shown.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and linking phrases such as “after this” and “after the harvesting process” help show sequence. The response also moves from production to transport use and then to carbon dioxide returning to plant growth. However, it is written as one long paragraph, so the overview and stage details are not clearly separated. Several links are repetitive or awkward, and the long sentence beginning “After the harvasting process” contains too many steps without clear boundaries. Use a short opening overview, then group the production stages and the fuel-use cycle separately. More precise transitions would make the progression easier to follow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “processing,” “microbes” and “carbon dioxide,” which helps communicate the diagram’s subject. There is also some attempt to use more specific language, such as “emit” and “transportation.” However, spelling errors such as “harvasting,” “ceelulose,” “laboratries” and “micribes” are noticeable, while phrases such as “roaming in the environment” and “a whole plants and trees” are inaccurate or unnatural. Some wording is also imprecise: the diagram shows sugars being converted after microbes are added, rather than sugars simply being “added” to microbes. Build accuracy in spelling and collocation, and choose concise process verbs.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several stages in longer sentences, and the response includes both simple statements and clauses introduced by “after” and “when.” However, control is inconsistent, particularly in agreement, tense, articles and sentence boundaries. For example, “The diagram illustrate” needs subject–verb agreement, and “a large numbers” mixes singular and plural forms. The sequence “when the plants and trees were grown … then we done” shifts tense and uses an incorrect verb form; “these sugars added a micribes” also lacks a clear grammatical structure. Long sentences joined mainly by commas make these problems harder to follow. Use present simple consistently for a process, and divide each stage into a complete, clearly punctuated sentence.

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