Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-11-02
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)
Today's we discuss how biofuel ethanol is produced. In first step sunlight and carbon dioxide comes from the environment. Which help trees and other plant to grow so we can get the benefits from them. when the certain crops had grown then the process of harvesting get started. After that harvesting material goes through the pre-processing. where all those material are getting ready to made cellulose. when the process of cellulose has been completed . AFTER That the process of making sugar are started. Then the microbes are produced that do the degradation started and we get the ethanol. Ethanol is widely use the vechiles like the cars, planes and other vechiles. These vichles releases the carbon dioxide in the environment and the whole process and production of the ethanol is getting started. Ethanol is the most important biofuel that is used in daily life in the automobile industry for working
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response identifies the main stages, including plant growth, harvesting, pre-processing, cellulose, sugar production, microbes and ethanol, and it recognises that carbon dioxide is released when the fuel is used. However, the account only partially covers the diagram: it does not clearly explain that ethanol is used by cars, trucks and aircraft, or that the released carbon dioxide returns to support plant growth and completes the cycle. The opening, “Today’s we discuss,” and the closing claim that ethanol is important in daily life do not provide a clear, factual overview of the process. Some stage descriptions are also unclear, such as saying materials are “ready to made cellulose.” A concise overview of the cycle, followed by accurate descriptions of its key stages, would make the report more complete.
Coherence and Cohesion: Band 5.0
The stages are generally presented in the order shown, and phrases such as “In first step” and “After that” help the reader follow the sequence. However, the response is one continuous paragraph, so the overview and process details are not clearly separated. Several transitions are awkward or incomplete: “Which help trees…” is detached from the preceding sentence, while “when the process of cellulose has been completed” does not connect smoothly to the next idea. The final sentence shifts from describing the diagram to a general claim about daily life, weakening the progression. Organise the report into a brief overview and a logically grouped sequence, and use clear links between complete sentences rather than relying on repeated time markers.
Lexical Resource: Band 5.0
The response uses some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “ethanol,” so the reader can recognise the subject and several stages. However, the range is limited and some word choices or collocations make the process difficult to interpret. For example, “the microbes are produced” does not accurately express the diagram’s “microbes added,” and “do the degradation started” is unclear. There are also noticeable spelling errors, including “vechiles” and “vichles,” and repeated use of “process” and “started.” Choose precise verbs for each stage and check spelling; for instance, describe material as being converted into sugars and microbes as being added.
Grammatical Range and Accuracy: Band 4.5
The response attempts to connect stages with longer structures, but control is inconsistent and many sentences contain errors. Examples include “sunlight and carbon dioxide comes,” where the plural subject requires a plural verb, and “Which help trees,” which is a sentence fragment. Verb forms are also faulty in “the process of harvesting get started” and “the process of making sugar are started.” Capitalisation and punctuation are inconsistent, as in “when” after a full stop and “AFTER That,” and several full stops interrupt phrases that should remain connected. Use straightforward complete sentences first, checking subject–verb agreement and consistent tense, then add a few accurately formed complex sentences to show the sequence.
See this exact question answered at other band scores. The same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.