Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-11-14

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 6.0)

The cycle diagram shows the different steps of the production of ethanol which is a type of biofuel and the use of this product at various places.

Overall, biofuel is made with the help of different sources ,which includes Energy sunlight and the most important resource Carbon dioxide (CO2).

During the harvesting season in fields plants need sunlight to grow and they are the source of carbon dioxide .There is a process which is called pre processing after the harvesting of crops.The crops crushed and a by product is obtained after processing the crops .This product is cellulose which is a type of glucose.Cellulose is now processed in a lab to convert it into sugar and by adding specific microorganisms it becomes ethanol.

This fuel is ready to use in the engine of airoplanes ,cars and trucks . These vehicles convert ethanol into carbon dioxide and this gas mixes with the air particles make our atmosphere.From the atmosphere the tress and crops get carbon dioxide to get energy .

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages, from plant growth and harvesting through cellulose, sugars and ethanol, and you mention the three transport types and the return of carbon dioxide to plants. This gives the reader a relevant account of the cycle. However, some details are inaccurate or unclear: plants use sunlight and carbon dioxide to grow, rather than being the source of carbon dioxide, and cellulose is not described in the diagram as glucose. The overview also does not clearly identify the process as a cycle in which transport-related emissions return to support plant growth. Develop that central feature accurately and avoid adding unsupported details such as crops being crushed or processing occurring in a lab; this would make the summary more complete and precise.

Coherence and Cohesion: Band 6.0

The response follows the broad sequence of the diagram, and the paragraph beginning “During the harvesting season” moves from plant growth through fuel production to its use. The opening and “Overall” sentence also provide a basic introduction and overview. However, the paragraph is dense, with several stages joined together, so the transitions between pre-processing, cellulose, processing and sugar production are not always easy to follow. The final explanation of carbon dioxide returning to plants is also loosely connected to the preceding sentence. Use clearer paragraphing and stage markers such as “Next,” “Following this,” and “Finally,” while keeping each sentence focused on one or two linked stages. This would improve progression without making the account feel like a list.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “cellulose,” “microorganisms” and “ethanol,” which helps communicate the stages. There is also some attempt to vary wording with phrases such as “by product” and “convert it into.” However, several choices are imprecise or unnatural for this diagram: “different sources” does not clearly describe the inputs, “various places” is vague, and “air particles” is not an accurate way to refer to the atmosphere. Spelling and word-form issues such as “airoplanes” and “tress” also reduce accuracy. Choose terms that match the labels and use standard forms consistently; more precise process vocabulary would make the description clearer and more controlled.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including the relative clause in “ethanol which is a type of biofuel” and the sequence “by adding specific microorganisms it becomes ethanol.” The overall meaning is generally recoverable, but some grammatical errors make relationships between ideas unclear. For example, “The crops crushed” is missing a passive verb, while “this gas mixes with the air particles make our atmosphere” combines clauses without a clear grammatical link. There are also issues with articles, agreement and punctuation, as in “plants need sunlight” after the opening phrase and the comma spacing in “sources ,which.” Practise accurate passive forms for process descriptions and check that each sentence has a complete, clearly connected clause.

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