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 image given in paper demostrate how ethanol(which is called as biofuel) is made.Diagrams shows step by step procedure of how ethanol is made and how we released and absorbed carbon dioxide into nature.

Plants and trees grows by absorbing sunlight and carbon dioxide as source of energy and afterwards farmers harvest these gaint trees and plant(crops) and then they went through pre-processing where we get cellulose from these plants and cellulose went under processing in laboratories and we get sugar from this cellulose and after that microbes are added to sugar and results in producing ethanol.this is used as feul in air places,trucks and cars and when they run their engine produces carbon dioxide that is released into air.

this is the whole cycle where we start mr absorbing carbon dioxide through nature and proseeing it through produces ethanol which is used as biofeul and released carbon dioxide and it went out through engines of motors where this biofeul is utilisedand used to run vahicles

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from plant growth through harvesting, pre-processing, cellulose, processing, sugars and the addition of microbes, and you identify the use of ethanol in vehicles. You also recognise the key overall feature: carbon dioxide is absorbed during plant growth and returned to the cycle after the fuel is used. This addresses the process, although some details are less fully or clearly reported. For example, the diagram shows ethanol being used by cars, trucks and an aeroplane, but “air places” does not clearly identify the aeroplane. The overview is present but buried in the final sentence rather than stated clearly at the start. Make the cycle and its main stages explicit, and describe the transport and carbon-dioxide return accurately.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and words such as “afterwards” and “after that” help the reader follow the process. However, the response is arranged as two very long paragraphs, with most of the production stages crowded into one sentence. This makes the progression harder to follow, and the final sentence repeats the cycle explanation without adding a clear new point. Some links are also unclear, particularly “this is the whole cycle where we start…” A stronger structure would use a brief opening overview followed by separate stages: plant growth and processing, then fuel use and carbon-dioxide return. Use linking expressions selectively so that each step connects clearly to the next.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvest,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” which helps communicate the diagram’s subject. However, the range is limited and several word choices or spellings make parts difficult to understand. “Air places” does not name the aeroplane, while “feul,” “biofeul” and “vahicles” are misspelled. Phrases such as “giant trees” and “in laboratories” are also imprecise or unsupported by the diagram. Aim for accurate, neutral process language and check spelling carefully. More precise verbs such as “is converted into” and “is released” would describe the stages more naturally than repeated forms of “get” and “produce.”

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect several stages using clauses, for example, “Plants and trees grows by absorbing sunlight and carbon dioxide … and afterwards farmers harvest…” This shows an effort to use more than simple sentences, but long chains of clauses are difficult to control. There are some errors in agreement and sentence construction, such as “Plants and trees grows,” “cellulose went under processing,” and “it went out through engines.” The opening also lacks clear sentence boundaries, and spacing around punctuation is inconsistent. Use a mix of shorter, complete sentences and controlled complex structures. Check subject–verb agreement, keep the process description consistently in the present tense, and punctuate each stage clearly.

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