Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-05

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 different steps involved in producing biofeul called ethanol.

Overall, the production of biofeul consist of significant amount of steps to made ethanol. Beggining with with the collection of raw materials such as harvesting of plants and ending with transfer of ethanol into cars. It is long process and required a lot of stages.

Initially, plants and trees are harvested by a farmer. afetr that they are then placed into a machine for pre-processing. Next step involved addition of cellulose. they add cellulose and after further processing in labortries, first sugar and second microbes were added to produced ethanol.

At last, Ethanol is then transfer into different kind of transport includes cars, truck and airoplan and in form of carbon dioxide it is evaporated from transport. After evaporation it is again consumed by plants because plants required sunlight and carbon dioxide for their growth.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as ethanol production and include several key stages, including harvesting, pre-processing, processing, transport use and the return of carbon dioxide to plants. However, some details are misreported: cellulose is produced from the pre-processing stage, rather than added, and sugars are produced before microbes are added. The overview is also vague and partly inaccurate: the diagram shows a cycle, not simply a process ending with ethanol being transferred to cars. Mentioning the cycle and the main conversion stages more clearly would make the summary more complete. The response is also three words below the required minimum, so it does not meet the task’s length instruction.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall sequence, moving from plant growth through production to transport use and carbon dioxide returning to plants. Paragraphing also separates the overview from the stage-by-stage account. Sequencing expressions such as “Initially,” “Next” and “At last” help guide the reader, but the progression is sometimes difficult to follow because the order of cellulose, processing, sugars and microbes is unclear or inaccurate. Some links are mechanical, and the overview repeats the idea that the process has many stages without adding much detail. Use clearer stage-to-stage connections and organise the body around the production stages followed by the recycling loop.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “ethanol” and “carbon dioxide,” which helps communicate the topic. However, the range is limited and several word choices or collocations are inaccurate, such as “addition of cellulose,” “transfer of ethanol” and “it is evaporated from transport.” Spelling errors, including “biofeul,” “Beggining,” “afetr” and “airoplan,” are noticeable and reduce the accuracy of the description. Aim for precise process language and check spelling carefully. For example, describe cellulose as being produced or extracted, and say that ethanol is used as fuel by vehicles rather than transferred into them.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, and the overall meaning can usually be understood. However, grammatical errors are frequent, and some sentences are difficult to interpret. Examples include “the production … consist,” “steps to made ethanol,” and “plants and trees are harvested by a farmer,” where agreement, verb forms or sentence construction are faulty. The sentence beginning “Next step involved addition of cellulose” also lacks a clear, complete structure. There are problems with articles, plurals and punctuation, including inconsistent capitalisation after full stops. Practise accurate past or present passive forms for process descriptions, and check subject–verb agreement and sentence boundaries.

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