Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-28

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)

we talk about that how a biofuel called ethanol is produce.when the energy sunlight and carbon dioxide enter the plant then the plant and tree grow in every day.the harvesting machine cutting the tress and plants then send into the pre processing machine.the pre processing machine after the process make cellulose and the cellulose going to the processing into the lab.now the processing in the lab seprate the sugar and added the microbes and make the ethanol. the ethanol use in the airoplane,truck and cars.the all things such that airoplane,truck and cars reduse the carbon dioxide.then the all carbon dioxide going to the forest and trees and plants consuming the all corbon dioxide and make the re-process again and make the ethanol.thus the method of a biofuel called ethanol is produce.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and describe several central stages, including plant growth, harvesting, pre-processing, cellulose, processing, microbes, ethanol and its use in transport. You also recognise the cycle in which carbon dioxide returns to plants. However, some details are inaccurate or unclear: the diagram shows sugars produced by processing before microbes are added, rather than saying the lab “seprate the sugar and added the microbes” as one step. It also shows carbon dioxide released by the transport modes, not that they “reduce” it. The process is summarised only briefly, with little explanation of the cycle or the stages’ relationships. The response is 19 words below the required minimum, so it needs further relevant detail as well as greater accuracy.

Coherence and Cohesion: Band 5.0

The stages are presented in roughly the correct order, and words such as “then” and “after” help show sequence. The final reference to carbon dioxide returning to plants also gives the response a basic sense of the cycle. However, the writing is one continuous paragraph, and the repeated use of “then” and “and” makes the progression mechanical. Some links are difficult to follow, particularly “the processing in the lab seprate the sugar and added the microbes,” where the sequence between producing sugars and adding microbes is unclear. Organise the process into a clear opening overview and a logically ordered description, using precise links such as “next,” “following this,” and “finally.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the topic. However, the range is limited and several words or phrases are repeated, especially “plant,” “process,” and “carbon dioxide.” Some choices are inaccurate or unnatural: “the harvesting machine cutting” is not a clear description of harvesting, and “the all carbon dioxide” does not express the cycle naturally. Spelling errors such as “tress,” “seprate,” “airoplane,” and “corbon” also make the account less clear. Build a more precise set of process verbs and check spelling, while keeping the language formal and concise.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages in longer sentences, for example, “when the energy sunlight and carbon dioxide enter the plant then the plant and tree grow.” However, most sentences rely on simple clauses joined by “and” or “then,” and errors in verb forms, agreement, articles, and sentence construction are frequent. Examples include “ethanol is produce,” “the plant and tree grow,” and “the cellulose going to the processing.” These patterns sometimes make the process difficult to interpret. Practise accurate passive forms for process descriptions, such as “the plants are harvested” and “the cellulose is processed,” and use full stops to separate stages. A wider range of correctly controlled sentence patterns is needed.

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