Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-27

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 given pie chart illustrate the information about how a biofuel called ethanol is produced.

Overall, the biofule production how ethenol made. The production conduct in diffrent serval ways. Strting from energy such as sunlight, carborn dioxide while, this affects directly on trees and plants grow. All the procedure start from here and ending point was the vehecals.

Firstly, the biofule production made ethenol the very first step is energy such as sunlight and also carborn dioxide. With the help pf sunlight and carborn dioxide plants ans trees are easly grow. After grow go for the harving and pre- processing. Cellulose after pre- processing.

Srcindly, after cellulose go to factory or else lab for the processing. Processing is made a sugur with microbes added. In addition, after that whole procedure it made a ethenol. Furthermore, the ethenol is ready to next part that was a ethenol add in vehecals like cars, Flights, Tructs also havey vehecals

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the topic as ethanol production and mention several relevant stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and transport. However, the account only partially covers the diagram: it does not clearly explain that ethanol is produced after microbes are added to the sugars, and it omits the carbon-dioxide emissions from transport and their return to the plants, which complete the cycle. The overview, “ending point was the vehecals,” is also inaccurate because the process is circular rather than ending with vehicles. Some stages are listed without explaining their relationship. To improve, give a clear overview of the cycle and describe the sequence and carbon-dioxide loop accurately.

Coherence and Cohesion: Band 5.0

The response has an overall paragraph structure, with an introduction, an overview and two body paragraphs, and sequencing words such as “Firstly,” “after” and “In addition” show an attempt to guide the reader. However, progression is difficult to follow because several stages are presented as fragments or in unclear relationships, for example, “Cellulose after pre-processing.” The overview repeats the topic rather than summarising the main pattern, and the final paragraph stops without a clear concluding account of the cycle. Some linking phrases are used mechanically and do not clarify how the stages connect. Organise the body in the diagram’s order, use complete sentences to show each transition, and include the return of carbon dioxide to plant growth.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “harvesting,” “cellulose,” “processing,” “microbes” and “ethanol,” so the reader can recognise the general subject. However, the range is limited and several inaccurate or repeated expressions make the description difficult to understand, such as “biofule production made ethenol” and “ethenol add in vehecals.” Spelling errors are frequent, including “carborn dioxide,” “sugur” and “Tructs,” and some choices are imprecise: “Flights” does not name the aircraft shown, while “factory or else lab” adds an unsupported alternative. Use accurate process vocabulary and check spelling; prefer concise phrases such as “ethanol is used as fuel in cars, trucks and aircraft.”

Grammatical Range and Accuracy: Band 4.5

There are attempts to connect ideas in longer sentences, for example, “With the help pf sunlight and carborn dioxide plants ans trees are easly grow,” but sentence structures are limited and errors are frequent. Verb forms and agreement are often faulty: “plants and trees are … grow” should be “plants and trees grow,” and “Processing is made a sugur” does not express the intended relationship. Articles and sentence boundaries are also problematic in phrases such as “it made a ethenol” and “Cellulose after pre-processing.” These errors sometimes make the process relationships unclear. Practise writing one complete sentence for each stage, using accurate passive forms where appropriate, such as “The material is processed into sugars,” and check articles and verb forms.

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