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 Diagram illustrates the process of producing Bio fuel called ethanol .

Overall it includes several step to complete it starting plants and trees grow and end products that we have been using for transports and then it again it repeat .

In the begining palnts and trees grow in the forest and get energy through sunlight and carbon dioxide.

When it become mature then harvesting begin by using truck and then third process start called pre- processing it cut in peaces mechanically.After that cellulose which give a shape of liquid and the sample take to library for a test where it will be in processing and then it will be convert in a shape of sugars and at the end by adding microbes in ethanol.Finally carbon dioxide shipment will begin by Aeroplane ,car and truck . That how the whole process of creating ethanol will repeat and produce ethanol .

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process for producing ethanol and give a broad overview that it begins with plant growth and forms a cycle. You also mention sunlight and carbon dioxide, harvesting, processing, microbes, ethanol, and transport, so several relevant stages are included. However, important details are misreported or unclear: the diagram shows harvesting with a tractor, not a truck; cellulose is not described as a liquid; and there is no sample sent to a library for testing. The final carbon dioxide comes from vehicles and returns to the plants, rather than being a “shipment.” To strengthen the report, describe the stages accurately and explain the cycle clearly, including the conversion from cellulose to sugars and the use of ethanol in transport.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from plant growth through processing to transport, and the opening overview signals the cyclical nature of the diagram. This gives the reader a general sense of progression. However, the stages are crowded into one long paragraph, and links such as “After that,” “and then,” and “at the end” are repetitive rather than guiding the reader through distinct phases. Some connections are difficult to follow, particularly “the sample take to library for a test,” which interrupts the process sequence and is not shown in the diagram. Use separate paragraphs for the overview and stage-by-stage description, and group the stages into growth/processing and fuel use/carbon return. Clearer sequencing would make the cycle easier to understand.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “harvesting,” “cellulose,” “processing,” “sugars,” and “microbes,” which helps identify the main stages. However, the range is limited and several word choices are inaccurate or unnatural, sometimes making the process difficult to interpret. For example, “shipment” does not describe carbon dioxide released by vehicles, and “give a shape of liquid” is not an appropriate description of cellulose. Spelling and word-form errors such as “begining,” “palnts,” “peaces,” and “transports” are also noticeable. Aim for precise process vocabulary and standard spelling; for instance, describe materials as being “converted into” another substance and carbon dioxide as being “released” or “returned” to the atmosphere.

Grammatical Range and Accuracy: Band 5.0

The response attempts to describe a sequence using time clauses and connectors, as in “When it become mature then harvesting begin” and “After that cellulose…”. However, sentence structures are mostly simple or joined into long, faulty sentences, and errors frequently affect clarity. Examples include subject–verb agreement (“plants and trees grow” is followed by “it become”), missing or incorrect articles (“in the forest,” “in a shape”), and unclear verb forms (“it will be convert”). Punctuation and sentence boundaries are also inconsistent, especially in the long description of processing and transport. Practise forming accurate passive sentences for processes, such as “The cellulose is processed into sugars,” and check agreement, articles, and verb forms before combining stages.

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