Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-29

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. Over all, the process consists of almost 8 main stages, begining with plants and tress grow and ending with carbon dioxide. However, the process represents biofuel production, how ethanol is made.

Firstly, plants and tress observe sunlight + carbon dioxide to grow. Secondly, harevesting happened. Fallowing this, pre-processing starts. Then, the cellulose stage comes. After this, processing continues till next stage . After processing sugar had been made. Furthermore, microbes added . Eventually, ethanol is produced. Finally, ethanol has supplied to different transportation such as, cars , trucks and the airoplanes. These transportation use Ethanol and release carbon dioxide in the air. In contrast, the cycle of biofuel production started again and its went in loop. The main feature was plants and tress growth, Going through a long process and made ethanol. The supplied diagram depicts how a biofuel called ethanol is produced.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and give a basic sequence from plant growth through processing to ethanol, then mention its use in cars, trucks and aeroplanes and the return of carbon dioxide. These are relevant features, but the account is only partial: the overview is unclear and even says “almost 8 main stages,” while the diagram shows a cycle with more distinct steps and transport use. Some key links are not explained, including cellulose being converted into sugars and microbes being added before ethanol is produced. The opening also repeats the task rather than summarising the cycle’s main pattern. To strengthen the response, give a clear overview of the renewable cycle and describe the stages and carbon-dioxide return more precisely.

Coherence and Cohesion: Band 5.0

The response follows a broadly chronological order, and sequencing expressions such as “Firstly,” “Secondly,” “After this” and “Finally” help the reader follow the process. However, the organisation is repetitive and progression is not consistently clear. The introduction and final sentence both restate that the diagram shows ethanol production, and “The main feature was…” repeats earlier information rather than adding a useful conclusion. Some links are awkward or inaccurate, such as “In contrast” before describing the cycle restarting; this is not a contrast. Group the stages into a clear introduction and overview, followed by a logically connected account of production and the carbon-dioxide loop, using linking words only where their meaning fits.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes” and “transportation,” so the topic is generally recognisable. However, the range is limited and several word-choice, collocation and spelling errors make the description less clear or less natural. “Plants and tress observe sunlight” uses the wrong verb, while “sugar had been made” is imprecise for the diagram’s “sugars” stage. There are also misspellings such as “harevesting,” “Fallowing” and “airoplanes.” Aim for accurate process verbs and consistent technical terms, and check spelling carefully. More precise wording would help distinguish each stage and explain the cycle without repetition.

Grammatical Range and Accuracy: Band 5.0

Most sentences use simple structures, and the reader can usually identify the intended sequence. However, attempts at longer or more complex sentences are often faulty, and errors occur frequently. For example, “Overall, the process consists of almost 8 main stages, beginning…” has an unclear construction, while “After processing sugar had been made” lacks a clear subject and uses an unsuitable tense. In “the cycle … started again and its went in loop,” the pronoun and verb forms are incorrect. Articles, agreement and punctuation also need attention, as in “microbes added” and the inconsistent spacing around commas and full stops. Practise accurate present-simple descriptions and complete clauses before adding more complex sentence patterns.

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