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)

The given diagram illustrates how a biofuel called ethanol is produced. Overall it is clear that this process is liner procedure. The process start with the energy with sunlight and carbon dioxide and ends with the ethanol and creat by many transport.

In the context of, the process start with sunlight and carbon dioxide with the plants and trees, wheares they are fastly growing. The humans are harvesting by plants and trees, while harvesting plants and trees a peak of in truck. In plants and trees are pre-processing and they are prepare with the cellulose.

Following, cellulose are processing to be lab and they are changing with sugars. In sugars is added with the microbes, wheares microbes translate with the ethanol and prepare the carbon dioxide. Finally, ethanol had gone to the prepare with the many transpotations,

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the subject and attempt to describe the stages, including plant growth, harvesting, processing, sugars and microbes. However, the account is incomplete and several details are unclear or inaccurate: the diagram shows ethanol being used by cars, trucks and an aeroplane, with carbon dioxide returning to support plant growth, but your response stops at “many transpotations” and does not explain this cycle. The overview calls the process “liner” and says it ends with ethanol, missing the circular nature and the transport stage. The description also does not clearly distinguish pre-processing from processing. The response is 137 words, below the required 150; develop the overview and report the full sequence and carbon-dioxide loop to address the task more fully.

Coherence and Cohesion: Band 5.5

There is a basic attempt to organise the response into an introduction, an overview and two stage-by-stage paragraphs. Sequencing expressions such as “Overall,” “Following,” and “Finally” help signal movement through the process. However, progression is weakened by unclear links between stages and by sentences that combine ideas without showing their relationships, for example, “In plants and trees are pre-processing and they are prepare with the cellulose.” The final sentence is unfinished in meaning, so the sequence does not reach a clear conclusion. Use one sentence for each connected group of stages, and link them with accurate transitions such as “After harvesting” and “The resulting sugars are then fermented.” A clearer paragraph structure would make the process easier to follow.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “sugars,” “microbes” and “ethanol,” which helps identify key stages. However, the range is limited and several word choices or forms make the description difficult to understand. Phrases such as “a peak of in truck,” “they are changing with sugars,” and “prepare the carbon dioxide” do not express the intended process accurately. There are also noticeable spelling errors, including “liner,” “wheares,” “creat” and “transpotations.” Aim for precise process collocations, such as “the plants are harvested,” “cellulose is processed into sugars,” and “microbes convert the sugars into ethanol.” Proofreading spelling and word forms would improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and more extended sentences, including clauses introduced by “while” and “whereas.” However, grammatical errors are frequent and sometimes obscure the sequence. Examples include “The process start,” “cellulose are processing,” and “In sugars is added with the microbes,” where verb forms, agreement and sentence structure are not controlled. Articles and prepositions are also often missing or misplaced, as in “with the plants and trees” and “prepare with the cellulose.” Most sentences would be clearer if built around a direct subject–verb pattern, using passive forms where appropriate: “The plants are harvested,” followed by “The cellulose is processed into sugars.” Practise accurate present-simple and passive constructions before adding more complex clauses.

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