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 diagram represent how ethanol is prodcued. Energy which is the main cause the growth of plants and trees in the reason for the production of ethanol. When this plants are harvested and underwent a pre- processing to make cellulose. Following this, it went through a processing to make the sugar. Microbes are added to sugar for the formation of ethanol which is used as fuel for differenr type vehicles like car, truck and aeroplanes. These vehicles emit carbon dioxide which is added to the atmosphere.

Due to high presure, carbon dioxide when into atmosphere and combine witgh the sunlight to make the energy. Again this energy is the main source for the growth of trees and plants. When proper water, energy and other fossils fuel are provided to these planst, these items helped for the fast growth of the plants. Which is later on harvested when there are favourable condition.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main stages from plant growth and harvesting through pre-processing, cellulose, processing, sugars, microbes and ethanol, and you mention its use in cars, trucks and aeroplanes. This gives the reader a basic account of the process. However, the task is only partly covered: there is no clear overview of the cycle, and some key relationships are inaccurate or unclear. In particular, the diagram shows carbon dioxide released by transport returning to support plant growth; it does not say that high pressure or water and fossil fuels drive this cycle. The claim that sunlight combines with carbon dioxide to “make the energy” also misrepresents the labelled input. Focus on the diagram’s stages and circular carbon-dioxide link, without adding unsupported details.

Coherence and Cohesion: Band 5.0

The response follows a broadly sensible order, moving from plant growth to ethanol production and then to vehicle use and carbon dioxide. The transition “Following this” helps signal the next stage. However, the two paragraphs do not create a clear overall progression: the second repeats the plant-growth point and introduces extra conditions rather than developing the cycle shown. Some links between ideas are difficult to follow, especially “Due to high pressure, carbon dioxide when into atmosphere and combine witgh the sunlight to make the energy.” Use paragraphing to separate the production stages from the overview of the carbon cycle, and connect each stage with precise sequencing and reference words so the reader can follow the loop.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” which helps convey the subject. Overall, however, the range is limited and several word-choice, spelling and collocation problems make parts of the account unclear. Examples include “the main cause the growth,” “formation of ethanol,” and “added to the atmosphere”; the last phrase is less precise than describing carbon dioxide as being released by vehicles and returned to plants. There are also noticeable spelling errors such as “prodcued,” “differenr” and “presure.” Build a more accurate set of process verbs and check spelling, while choosing terms that describe the diagram rather than adding unsupported scientific claims.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the sequence is generally understandable. However, control is inconsistent, particularly in complex clauses, and frequent errors sometimes make relationships between stages hard to interpret. For example, “When this plants are harvested and underwent a pre-processing” has problems with agreement and verb form, while “carbon dioxide when into atmosphere and combine witgh the sunlight” contains errors in the verb forms and sentence construction. The final sentence beginning “Which is later on harvested” is a fragment, and “these items helped” shifts tense without a clear reason. Practise forming complete sentences with consistent present simple for process descriptions, and check subject–verb agreement, articles and clause boundaries.

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