Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

the given process chart illustraste how to produce biofuel wich is called ethanol.

Overall, Production of ethanol fuel involving several stages for processing which starting harvesting corn plants and ending with trasportation of the finished fuel in vehicles.

diagram showed first stage is sunlight and carbon dioxide helps to grow plats and trees. when plants and tress grow up after that harvesting these plants using machines such as tractor and harbester. Then all the harvesting plants go for pre-processing using machines. after the preprocessing method we got a cellulose .

completing this all mathod as discussed above after that cellilose brige in lab.

make sugars using cellulose. and these suger mix with microbes. after done some process got a biofuel wich know as ethanol. and these ethanol use with petrol in trasportation mediums like car ,bises , trains and airoplanes. and these vehicles reduce harmful gas carbon dioxide which is helps to grow plants and tress.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as ethanol production and describe its main sequence, from sunlight and carbon dioxide supporting plant growth through harvesting, pre-processing, cellulose, sugars, microbes and ethanol. You also recognise the cycle linking carbon dioxide from transport back to plant growth, giving the response a relevant overview. Some details, however, are unclear or inaccurate: the diagram shows ethanol used by a car, truck and aeroplane, not buses or trains, and it does not show ethanol being mixed with petrol. The stages between cellulose and sugars are also difficult to follow. To strengthen the account, report the diagram’s stages precisely and explain the transport and carbon-dioxide loop without adding unsupported information.

Coherence and Cohesion: Band 5.5

The response follows the broad process order, and words such as “first,” “Then,” and “after that” help the reader track several stages. However, the progression becomes difficult to follow in the middle: “completing this all mathod as discussed above after that cellilose brige in lab” does not clearly connect cellulose to processing and sugar production. The ideas are also presented as one continuous block, with no distinct overview paragraph. Use a short overview followed by a clearly ordered description of the stages, and make each sentence express one step. More precise links such as “Next,” “At the processing stage,” and “Finally” would improve flow without relying on repetitive sequencing.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes,” and “ethanol,” which helps convey the subject. However, the range and control are limited, and repeated spelling errors—such as “illustraste,” “wich,” “trasportation,” and “cellilose”—make the account less clear and less polished. Some choices are also inaccurate or imprecise: “process chart” is less suitable than “process diagram,” and “vehicles reduce harmful gas carbon dioxide” does not accurately describe the diagram’s emissions and cycle. Build a reliable set of process verbs and collocations, such as “is converted into,” “is processed to produce,” and “is released,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt to describe a sequence using both simple clauses and time links, for example, “when plants and tress grow up after that harvesting these plants.” However, many sentences have faulty structures or missing grammatical elements, which sometimes make the relationships between stages hard to understand. Examples include “Overall, Production of ethanol fuel involving several stages,” where the verb form is incomplete, and “these suger mix with microbes,” where subject–verb agreement and tense are not controlled. Sentence boundaries and punctuation are also inconsistent. Practise forming complete sentences with a clear subject and verb, then combine them using accurate clauses: for example, “After the plants have grown, they are harvested.” This would make the process easier to follow.

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