Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-30

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)

This diagram illustrates that how Ethanol which is also called Biofuel is produced.

Ethanol is a type of alcohol which is find in wine and spirits.In this picture we can clearly see about the production of ethanol.and the point is how the production is started of ethanol. Firstly the point is how to produce we can produced through carbon dioxide and how it can come with us .it can be reach by road by air and by heavy cargo and ships. after tge process of import of carbon dioxide we start process which is called Pre Processing.In one way carbon dioxide directly turn into a harvesting through sunlight and carbon dioxied and secondly after pre processing it converts into the cellulose and then process with the chemicals then add sugar and then added microbes, after those additions and processing it turns into the ethanol.All this procedure is Biofuel Production which is used into hand sanitizers,perfumes and laboratories.

At the end, but not least the all procedure take times but laboratries take less time to produced than harvesting.In harvesting there is more effort of farmers and in cellulose procedure Ethanol is produced naturally when yeast ferment sugars,through it can also be industrial manufactured.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the subject as ethanol production and include several relevant stages, such as pre-processing, cellulose, sugars, microbes and the final ethanol. However, the account only partially reports the diagram: it does not clearly explain that plants and trees grow using sunlight and carbon dioxide, and it misrepresents carbon dioxide as being imported by road, air and cargo. The diagram instead shows ethanol being used by transport, which releases carbon dioxide that returns to the plants. There is no clear overview of this circular relationship, and details about wine, sanitizers, perfumes, laboratories, yeast and production time are not shown. Focus on the stages and the cycle actually depicted, and summarise the main pattern before describing the sequence.

Coherence and Cohesion: Band 4.5

There is some organisation: the response begins by introducing the topic and uses sequence markers such as “Firstly,” “after” and “At the end.” These help the reader recognise that a process is being described. However, the progression is difficult to follow because several ideas are combined in long, loosely connected sentences, and the order of events is sometimes unclear. For example, the discussion of carbon dioxide transport interrupts the production sequence, while the final paragraph shifts to harvesting effort, laboratories and fermentation. Paragraphing is limited and does not clearly separate an overview from the stages. Arrange the response in a clear sequence—plant growth, processing, ethanol use and carbon-dioxide return—and use linking words only where they accurately show the relationship between stages.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes” and “ethanol,” which helps communicate the topic. However, the range is limited and several word choices or collocations are inaccurate or unclear, such as “turn into a harvesting,” “add sugar” and “the process of import of carbon dioxide.” There are also spelling errors, including “dioxied,” “tge” and “laboratries,” which reduce clarity. Some wording is repetitive, particularly repeated references to “process” and “production.” Use precise verbs for each stage, such as “is harvested,” “is converted” and “is fermented,” and check spelling and collocations. Avoid adding technical terms or uses of ethanol that are not supported by the diagram.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentence forms, and the reader can understand the general topic and some stages. However, complex sentences are often faulty, and frequent errors in sentence construction, verb forms, articles and punctuation make parts difficult to interpret. Examples include “This diagram illustrates that how Ethanol … is produced,” “which is find in wine,” and “we can produced through carbon dioxide.” The sentence beginning “In one way carbon dioxide directly turn into a harvesting” also has an unclear grammatical relationship between its ideas. Several sentences run together without appropriate spacing or punctuation. Practise forming clear subject–verb sentences in the passive voice for process descriptions, and check each sentence for a complete, logically connected structure.

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