Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given diagram demonstrate the making process of ethanol. The diagram manifest that it go through a several steps before production.

At first the energy including with carbon-Dioxied come from sunlight which helps plants and trees growth and make it more suitable for harvesting. After that it is taken for pre-processing and convert them into cellulose and it has to go through a lab processing.

Then the vital changes are noticable is that it create sugar where a becteria called Microbes were added which is also known as an Ethanol. After the significant part was that these Ethanol are used in various transportation such as, car, truck,airoplane. These are the major sources of producing Carbon-Dioxide. These gases were flew in the avobe and mixed with air and go back to the sunlight.

overall from the diagram it is clear that the, Sunlight come with carbon-Dioxed and help flora and after a various analysis it's went to its orginal place again.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and mention several central stages, including plant growth, harvesting, pre-processing, cellulose, sugar, microbes and transport. However, the account is only partially accurate and some key relationships are unclear. For example, microbes are added to the sugars to produce ethanol; they are not what ethanol is “also known as.” The diagram shows ethanol being used by cars, trucks and aeroplanes, with carbon dioxide released and returned to support plant growth, rather than the gases going back to sunlight. Your overview says the cycle returns to its “original place,” but does not clearly summarise the production-and-recycling cycle. A more precise overview and accurate explanation of the stages would make the response more complete.

Coherence and Cohesion: Band 5.5

The response follows the broad sequence from plant growth through processing to transport, and paragraph breaks provide some organisation. Time markers such as “At first” and “After that” help signal stages. However, progression is not consistently clear: “Then the vital changes are noticeable” does not specify the next step, and the final paragraph repeats the cycle idea without clearly linking it to the earlier description. Some references are difficult to follow, particularly “it,” “them,” and “these gases,” because their antecedents are unclear. Use a clearer sequence of stages and connect each sentence directly to the material or product it describes. A separate, concise overview followed by a chronological account would improve the organisation.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “transportation,” so the topic is recognisable. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning difficult to interpret. “The diagram manifest” is not a natural way to describe what a diagram shows, while “plants and trees growth” and “a lab processing” are awkward expressions. There are also spelling errors such as “Dioxied,” “becteria,” “airoplane” and “orginal.” Choose precise process verbs and check spelling carefully. For example, describe materials as being “converted into” cellulose and sugars, and use “carbon dioxide” consistently.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentences, including clauses linked with “which” and “where,” but control is inconsistent. Errors in agreement and verb forms occur in basic statements: “The given diagram demonstrate” should be “demonstrates,” and “Sunlight come” should be “sunlight comes.” Other examples include “it go through,” “it create sugar,” and “these gases were flew,” where the verb forms or sentence construction are faulty. Articles and sentence boundaries also need attention, as in “a several steps” and the comma after “the” in the final sentence. These errors sometimes obscure the process relationships. Practise accurate present-simple descriptions and passive forms, such as “the material is processed” and “carbon dioxide is released,” before adding more complex clauses.

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