Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-03

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 below is showing the cycle of a biofuel called ethanol and how it is produced.

The prcess starts with the phenomena called photosynthes in which plants and trees takes their energy from sunlight and also absorbe carbondioxide, after that plants and trees are harvested to for the next process which is called pre-processing from which we got cellulose which are transfered to factories where they make sugar out of it and in the next process microbes are added in that which gives us Ethanol.

After the ethonal is made it is ready to use as a fule for transport such as car, trucks and planes, so as we use ethanol as a fule for our transport we can see when se drive our car there is a process called emmision so when the car is runnung on the fule it is emmiting a gas called carbondioxide which is then used by the other plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a cycle and cover the main stages from plant growth through processing and transport use to carbon dioxide returning to plants. This gives the reader a generally accurate account of the process. However, the overview is not clearly separated from the stage-by-stage description, and some details are incomplete or imprecise: for example, you say factories “make sugar” from cellulose, but the diagram shows processing produces sugars before microbes are added. The role of sunlight and carbon dioxide is broadly captured, though the final return of carbon dioxide could be described more explicitly as part of the cycle. A clearer overview of the two linked phases—ethanol production and its use, which releases carbon dioxide—would make the key features more fully addressed.

Coherence and Cohesion: Band 6.0

The response follows the diagram’s sequence, moving from plant growth to harvesting, processing, ethanol, transport and carbon dioxide, so the overall progression is understandable. The opening sentence also establishes the topic. However, most of the explanation is compressed into two very long sentences, with several stages joined by “after that,” “from which,” and “and,” making relationships between steps harder to follow. The second paragraph continues the sequence but shifts abruptly into vehicle emissions. Use separate sentences or paragraphs for production and use, and choose precise links such as “next,” “following this,” and “finally.” This would improve the flow and make references such as “that” and “it” clearer.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes,” and “carbon dioxide,” which helps communicate the diagram’s subject. However, the range is limited and several spelling and word-choice errors are noticeable, including “prcess,” “photosynthes,” “ethonal,” and “fule.” Some expressions are also imprecise or unnatural: “make sugar out of it” is less suitable for a formal process description, while “a gas called carbondioxide” is unnecessarily wordy. Use accurate technical terms and check spelling carefully; “produce sugars from cellulose” and “release carbon dioxide” would be clearer and more appropriate. Greater precision in describing the stages would strengthen the account.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect stages using subordinate clauses and sequencing, for example, “after that plants and trees are harvested” and “which is then used by the other plants and trees.” However, the response relies heavily on long, joined sentences, and attempts at complex structures are often faulty. There are errors in agreement and verb forms, such as “plants and trees takes” and “which gives us Ethanol,” as well as awkward constructions such as “are harvested to for the next process.” Sentence boundaries and punctuation are also inconsistent, particularly in the second paragraph. Aim for a mix of shorter, controlled sentences and a few accurate complex ones, checking subject–verb agreement and clause structure as you revise.

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