Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-11-04

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)

this diagram illustrates the making of ethanol in bio fuel production. that process startinf from trees and end with the transpotation service.

firstly its a procedure of various steps how etahnol is made and its usage . first of all plants and trees are grown then cut them for preprocessing which turn into cellulose after that in labortary its been proceesed into sugars. microbes is added then after all these steps finally ethanol is made and ready to go.

lastly when ethanol is ready it can be used different categories of transpotion vehicles like cars trucks and aeroplanes and all of them produce carbon dioxide and all of this called bio fuel production.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the subject and give the main sequence from growing plants through processing, adding microbes and producing ethanol, then mention its use in cars, trucks and aeroplanes. However, the response addresses the task only partially: it has no clear overview of the cycle, and it omits the key return of carbon dioxide from transport to support plant growth. The claim that the process “end[s] with the transportation service” misses this circular feature, while “all of this called bio fuel production” does not explain it. The response is also 37 words below the required minimum, leaving important stages and relationships underdeveloped. Add a concise overview and describe how carbon dioxide completes the cycle.

Coherence and Cohesion: Band 5.5

The stages are presented in a broadly understandable order, and sequencing phrases such as “firstly,” “first of all,” “after that” and “lastly” help the reader follow the process. However, the progression is not consistently clear: the opening repeats the idea of the process, and the final sentence combines vehicle use, emissions and a general conclusion without showing how these connect back to plant growth. Paragraphing is minimal, and some links are mechanical or imprecise. Organise the response into an introduction, an overview of the cycle, and a clearly sequenced description of the stages. Use linking expressions to show relationships, especially that carbon dioxide released by transport returns to the plants.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “cellulose,” “microbes,” “ethanol” and “carbon dioxide,” and name the three transport types shown. However, the range is limited and several word choices or spellings make the description less clear, such as “transpotation service,” “labortary” and “transpotion vehicles.” “Ready to go” is informal and vague for an academic process description, while “different categories of” is an awkward way to introduce the vehicles. Use precise terms such as “transport,” “processing facility” and “is converted into,” and check spelling carefully. More accurate vocabulary would also help distinguish the production stages from the fuel’s later use.

Grammatical Range and Accuracy: Band 5.0

The response communicates a basic sequence, but grammatical control is inconsistent and the sentence structures are limited. For example, “that process startinf from trees” lacks a correctly formed verb and a clear subject construction, while “then cut them for preprocessing” shifts into an incomplete clause. There are also agreement and article problems in “microbes is added” and “finally ethanol is made.” Several sentences run together, particularly the final one, making relationships between ideas harder to follow. Practise complete sentences with consistent present simple forms for process descriptions, such as “The plants are harvested and pre-processed.” Use full stops to separate stages and check subject–verb agreement and articles.

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