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)

The diagram illustrates the proccessing of making ethanol.

It is clear that the manufacturing process of ethanol consits of seven different stages and a number of different tools and infrastructures the making of ethanol from carbon dioxide and sunlight to final process is microbes.

To begin with plants and trees are grown in a ground and they absorbed carbon dioxide and sunlight from sun and gradually growing after matured it is harvested by tructor.Next, these plants are crushed in a machine and come out as a tiny pieces,its called pre-processing. later these are made as a form of cellulose, whice are looked as like curving ware.

After that, these cellulose product is taken in a labratory, so that it making by a certain temperature and proper way.The following step is permantation process which called suger that way these early product is making with glucose and yeast form, that process is significant for ethanol.andat the last stage is microbes ,finally when ethanol is made to serve for the purpose of cunsumers that rpoccess could be hihg sentimated because vehicles like car ,aeroplane, cavard van are used by ethanol.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the topic and mention several relevant stages, including plant growth, harvesting, pre-processing, cellulose, processing, microbes and transport use. However, the account only partially covers the process: it does not clearly explain that sugars are produced before microbes are added, that ethanol is then made, or that carbon dioxide from vehicles returns to support plant growth. The overview is also inaccurate: you describe seven stages and say the process ends with microbes, whereas the diagram shows a cycle with more stages and ethanol use feeding carbon dioxide back into the cycle. Some details, such as crushing into tiny pieces and processing at a certain temperature, are not shown. A more complete, accurate overview and clearer reporting of the main stages would strengthen the response.

Coherence and Cohesion: Band 5.5

The response has a basic chronological shape, signalled by phrases such as “To begin with,” “Next,” and “After that,” and it generally moves from plant growth towards fuel use. This gives the reader some sense of sequence. However, the progression becomes difficult to follow in the final section, where processing, fermentation, sugars, glucose, yeast, microbes and ethanol are compressed into unclear statements. Paragraphing is absent, and some links are inaccurate or awkward, such as “The following step is permantation process which called suger.” Organise the stages into clear paragraphs and use linking expressions to show the actual order and the return loop from transport emissions to plant growth. Clearer references to each material or stage would also improve cohesion.

Lexical Resource: Band 5.0

You attempt vocabulary relevant to a process diagram, including “harvested,” “cellulose,” “microbes,” and “consumers,” and you use some process-related terms rather than relying entirely on general language. However, the range is limited and several inaccurate word choices or spellings make the meaning hard to interpret: “tractor” is written as “tructor,” “fermentation” appears as “permantation,” and “suger” and “rpoccess” are unclear. Phrases such as “curving ware” and “hihg sentimated” do not communicate a recognisable feature of the diagram. Aim for precise, standard process vocabulary and avoid adding technical descriptions that are not supported by the visual. Proofreading spelling and choosing natural collocations will make your account easier to understand.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences, for example with “so that” and “when,” but these complex structures are often faulty, and many sentences contain errors that make the process difficult to follow. Examples include “plants and trees are grown in a ground and they absorbed,” where the article and verb forms do not fit, and “these cellulose product is taken,” which has agreement and article problems. Sentence boundaries and punctuation are also inconsistent, as in “harvested by tructor.Next.” Use shorter, controlled sentences first, with consistent present simple or passive forms for the stages: for example, “The plants are harvested and pre-processed.” Then practise joining stages with accurate clauses and check subject–verb agreement, articles and punctuation.

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