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 illustrates the process of the production of biofuel called ethanol. Overall, the process of the production of ethanol has around 8 main stages, beginnig with carbon dioxide recycled and the sunlight used as energy to the plants and ending with ethanol used in cars. Along the way, they harvest and pre-process the plants turn into into sugar then microbs added.

Intially, plants and trees use sunlight and the carbon dioxide recycled as a source of energy so it can grows, next they Harvest the plant and pre-processed it to get cellulose needed.

Once this process is completed, they produce from the cellulose sugar that they are going to turn into microbes added, so they can finnaly used it to get the ethanol needed for cars, trucks and even airplanes, when the ethanol used is burned the dioxide carbon is going to recycle to became a source of energy for plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a production cycle and give a broad overview from plant growth to ethanol use and carbon dioxide returning to the plants. The main sequence is mostly represented, including harvesting, pre-processing, cellulose, sugars and the addition of microbes. However, some stages are unclear or inaccurately described: the diagram shows cellulose being processed into sugars, then microbes being added before ethanol is produced, whereas “turn into microbes added” blurs these separate steps. The overview also says the process ends with ethanol used in cars, although ethanol is used by cars, trucks and aircraft and the carbon dioxide released returns to the plants. Clarifying these relationships and describing the cycle’s key stages more precisely would make the account more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction and overview are followed by two paragraphs describing the sequence. Connectors such as “Overall,” “next,” “Once this process is completed,” and “when” help the reader follow the general order. However, the progression is sometimes weakened by unclear links between stages, particularly “turn into sugar then microbs added,” where the relationship between processing, sugars and microbes is difficult to follow. The final sentence also combines ethanol use, combustion and carbon recycling in a long chain, making the cycle less easy to track. Use one clear sentence for each group of stages and refer consistently to the material being processed to improve cohesion.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvest,” “pre-process,” “cellulose,” “microbes,” and “source of energy,” which helps communicate the subject. However, the range is limited and several word choices or collocations are inaccurate or awkward, such as “carbon dioxide recycled,” “turn into microbes added,” and “the dioxide carbon.” Spelling errors, including “beginnig,” “Intially,” “microbs,” and “finnaly,” also reduce accuracy. Aim for precise process language and check spelling carefully. For example, describe carbon dioxide as being “released” and “reabsorbed,” and say that microbes are “added to the sugars” rather than suggesting that the sugars turn into microbes.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, including a sequence linked with “so,” “once,” and “when.” The overall meaning is generally recoverable, but errors in verb forms, agreement and sentence construction occur in several places. Examples include “so it can grows,” “they produce from the cellulose sugar,” and “the ethanol used is burned,” where the intended relationships and grammatical forms are not controlled. The opening overview also contains a sentence fragment-like sequence after “beginning with.” To improve, use clear subject–verb patterns and check tense and agreement: for example, “the plants grow,” “the cellulose is processed into sugars,” and “the carbon dioxide released returns to the atmosphere.” Break long sentences into shorter, complete statements.

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