Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-01

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 flow chart illustrates the steps of producingg biofuel which is also known as ethanol. The entire process is a loop. There are many features which play as catalyst for the production of biofuel.

Firstly, energy from sunlight falls on the plants and trees. After that harvesting of the crops starts which come from the plants and tress. Different types of machines are used in pre-processing stage. Even cellulose step conducts before sugar processing. Furthermore, in the factory or labrotary result of cellulose product produces the sugar. Moreover, Microbes added in the sugar which is responsible for producing Ethanol. This procuded ethanol also use in vehicles such as car, plane and trucks as fuel. However this used ethanol creates carbon dioxide in the atmosphere. Carbon dioxide goes again to the sunlight and return to the planet as trees and plants consume it.

In conclusion, the features mentioned in the diagram gives the idea of producing ethanol and its life cycle.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a cycle and cover the main stages from plant growth through harvesting, pre-processing, cellulose, sugar, microbes and ethanol, then connect fuel use with carbon dioxide returning to plants. This gives a relevant account of the process. However, some details are unclear or not fully supported: “Different types of machines” are not specified in the diagram, and the description of energy and carbon dioxide returning “to the sunlight” misrepresents the cycle. The overview could also state more precisely that sunlight and carbon dioxide support plant growth, while carbon dioxide released through transport is absorbed again. Clarifying these relationships and describing the processing stages more accurately would make the key features more complete and precise.

Coherence and Cohesion: Band 6.0

The response follows the process in a generally logical order, and sequencing expressions such as “Firstly,” “After that,” “Furthermore” and “Moreover” help guide the reader through the stages. The paragraphing also separates the process description from a brief conclusion. However, the connectors sometimes feel mechanical, and the relationship between stages is not always expressed clearly. For example, “Even cellulose step conducts before sugar processing” is difficult to follow, while the final sentence repeats the general idea rather than adding a clear summary. Use fewer, more natural transitions and make each sentence explicitly link the input or output of one stage to the next. This would strengthen progression and reduce ambiguity.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” which allows the reader to recognise the main stages. There are also attempts at more specific terms, such as “catalyst” and “life cycle,” but some choices are inaccurate or unnatural in context: the stages do not “play as catalyst,” and “the sugar” is better described as sugars being produced. Spelling and word-form errors, including “producingg,” “tress,” “labrotary” and “procuded,” also reduce accuracy. Aim for precise process collocations and check spelling carefully; a more controlled vocabulary would make the description clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

The response includes both simple sentences and attempts at more complex structures, such as “which is also known as ethanol” and “which is responsible for producing Ethanol.” The overall meaning is usually recoverable, but grammatical control is inconsistent. For example, “which come from the plants” has unclear agreement and reference, while “This procuded ethanol also use in vehicles” lacks the appropriate passive verb form. There are also problems with articles and sentence construction in “in the factory or labrotary result of cellulose product produces the sugar.” Practise accurate passive forms for process descriptions, such as “is converted” and “is used,” and check subject–verb agreement and sentence completeness. These changes would make the stages easier to understand.

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