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)

The diagram illustrate how a biofuel called ethanol is produced. I will summrise by selecting and reporting the main factors, and make comparisons where relevent.

This diagram relevent to biofuel production and made ethanol. This diagram relevent to the recycling process. First one start in the recycling process in energy or sunlight + carbon dioxide and last one is the carbon dioxide.

First one plants and tree grow in the sunlight and energy, after that harvesting and pre-processing work convert to the cellulose and processing, after that make the sugars and convert microbobes added.

After the all process, finally recieve the Ethanol and use the Ethanol is vehicles, as well as, car truck and airoplane, after the use Ethanol covert to the carbon dioxide, after the all process carbon dioxide again the convert our environment and recycling process start. carbon dioxide again develop to the energy and sunlight and plants and trees recieve the energy and recycling is continue.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process for producing ethanol and include several central stages: plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol. You also recognise the cycle, noting that carbon dioxide returns to support further growth. However, some details are unclear or inaccurate: the diagram shows sunlight and carbon dioxide as inputs for plant growth, rather than carbon dioxide being converted back into energy, and it shows ethanol being used by a car, truck and aeroplane. The response gives only a brief account of how the stages connect, and the overview is repeated rather than clearly summarising the cycle’s main features. A more precise, complete account of the sequence and the transport-related emissions would strengthen the response.

Coherence and Cohesion: Band 5.0

The response follows the broad order of the process, moving from plant growth through production to ethanol use and the return of carbon dioxide. This gives the reader a basic sense of progression. However, the organisation is not clearly divided into an overview and a detailed description, and several ideas are repeated, especially the claim that the process is a recycling cycle. Linking phrases such as “First one,” “after that” and “finally” are used, but they are repetitive and sometimes make relationships between stages unclear. For example, the final sentences repeat the cycle without clearly distinguishing carbon dioxide emissions from the sunlight and carbon dioxide inputs. Group the stages into a clear sequence and use more precise links between them.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars” and “carbon dioxide,” which helps convey the topic. However, the range is limited and several word choices or forms make the description difficult to follow. Phrases such as “main factors,” “recycling process,” and “convert to the cellulose” are imprecise for describing the stages, while “microbobes” and “airoplane” contain spelling errors. “Receive” is also used where the intended meaning appears to be that plants absorb or use energy. Aim for accurate process verbs and standard technical terms, and avoid repeating “recycling process” when “cycle” or “production process” would express the idea more naturally.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages in longer sentences, for example, “after that harvesting and pre-processing work convert to the cellulose and processing,” but these structures are often difficult to interpret. There are frequent problems with subject–verb agreement (“The diagram illustrate”), articles and plurals (“plants and tree”), and verb forms (“carbon dioxide again the convert”). Sentence boundaries and punctuation are also inconsistent, particularly in the final long sequence of clauses. Most sentences rely on simple patterns or loosely joined clauses, so the range is limited and errors sometimes obscure the relationships between steps. Practise writing one clear sentence for each group of stages, checking agreement and tense, then combine ideas with accurate subordinate clauses.

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