Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The diagram below indicate the process of biofuel production and how Ethanol is made .

overall, the bioful take seven steps to made it beggin with energy for the plants and trees grow and it finiched with ading microbes to made the ethanol.

first of all, as we know plants and trees nedds energy including sunlight and carbon dioxid to grow, the first step is harvesting the plants and trees with a machine, then the pre-processing and they takes the Cellulose and the chimical engenery do the processing.

Secondely, they transformed the Cellulose into sugar in the laboratory and finaly to finish with this process they adds a microbes into sugar to make the Ethanol using by vehiculs like cars to produce the carbon dioxide. All of this steps to made the carbon dioxide who it an important condition for plants and trees.

In conclusion ethanol need seven steps to made and to transforme to carbon dioxide in favour of vehiculs.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process for producing ethanol and mention several relevant stages, including plant growth, harvesting, pre-processing, cellulose, sugars and microbes. You also recognise the cycle linking carbon dioxide from transport back to plant growth. However, the overview is inaccurate: the process is not simply seven steps ending with microbes; ethanol is produced after microbes are added, then used by cars, trucks and aircraft, whose emissions return to the plants. Some details are unclear or misreported, such as “the chemical energy do the processing,” and the transport modes are reduced to cars and “vehiculs.” To improve, describe the full sequence accurately and give a clear overview of both ethanol production and the carbon-recycling cycle.

Coherence and Cohesion: Band 5.5

The response has a basic structure, moving from an introduction to an overview and then through stages using “first of all” and “Secondely.” This gives the reader some sense of sequence, and the final sentence attempts to summarise the process. However, progression is not consistently clear: the overview says the process finishes with microbes, while later sentences explain that ethanol is made afterward. Several stages are crowded into long sentences, and references such as “they” and “this process” do not always make clear which material or stage is meant. Organise the description in the diagram’s order, use separate sentences for the production and transport-cycle stages, and connect each stage with precise references.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “processing,” “microbes” and “carbon dioxide,” which helps communicate the topic. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning difficult to follow. Examples include “bioful,” “chimical engenery,” “sugar” for the diagram’s “sugars,” and “vehiculs.” Phrases such as “take seven steps to made it” and “in favour of vehiculs” are also unnatural for describing a process. Build a more precise set of process verbs and nouns, and check spelling and collocations so that technical terms are used consistently.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the response uses sequencing clauses to describe stages. However, grammatical control is inconsistent, and errors occur frequently in verb forms, agreement, articles and sentence construction. For example, “the diagram below indicate” has incorrect subject–verb agreement, while “plants and trees nedds energy” also uses the wrong verb form. “They adds a microbes” combines an incorrect verb ending with an article and plural mismatch, and “to made” recurs where an infinitive is needed. Some long sentences join several stages without clear grammatical boundaries. Practise accurate present-simple descriptions and infinitive forms, then use shorter, complete sentences before attempting more complex structures.

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