Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-07-29

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 flow chart illustrate the information about how a biofuel called ethanol is generated.

The process begin with plants and trees are grown during sunlight plus carbon dioxide. Next the harvesting process done by the tractor. Then, The raw plants are transferred to processing plant where raw material added into pre-processing machine. After that cellulose is received.

In next stage cellulose is carried out for final processing, during that stage sugars taken and then added microbes to make ethanol. Thereafter ethanol is delivered to vehicle for usage of fuel. Vehicle released carbon dioxide and in atmosphere. Finally, when carbon dioxide in atmosphere cycle getting repeated.

Overall, The process consists of four stages such as harvesting, Pre-processing, Processing and microbes addition.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While the student identifies the main stages of the ethanol production process, the description is quite brief and lacks the necessary detail to fully explain the cycle. The overview provided is functional but lacks depth. To improve, the student should aim to expand on the descriptions of each stage, ensuring that all steps shown in the diagram are clearly explained and connected to the overall process. Because the response is 30 words under the limit, it cannot be awarded a score higher than 5.0.

Coherence and Cohesion — Band 6.5

The essay is organized into logical paragraphs, which helps the reader follow the sequence of events. The use of cohesive devices such as 'Next', 'Then', 'After that', and 'Thereafter' provides a basic structure to the narrative. However, the progression is somewhat mechanical, and the paragraphing is slightly disjointed. The final paragraph, which attempts to summarize the process, feels a bit disconnected from the preceding body paragraphs. To achieve a higher band, the student should work on using a wider variety of cohesive devices and ensuring that the transition between sentences and paragraphs is smoother and more sophisticated.

Lexical Resource — Band 6.0

The vocabulary used is adequate for the task but remains quite basic and repetitive. Phrases like 'process begin', 'raw material added', and 'received' are functional but lack the precision expected in an academic report. There are also some awkward collocations, such as 'usage of fuel' and 'vehicle released carbon dioxide and in atmosphere'. To improve, the student should incorporate more specific terminology related to industrial processes, such as 'conversion', 'fermentation', or 'emissions', and focus on using more varied and precise verbs to describe the movement and transformation of materials.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that occasionally hinder the flow of the text. There are issues with subject-verb agreement (e.g., 'The flow chart illustrate'), missing articles (e.g., 'in atmosphere'), and awkward sentence construction (e.g., 'the harvesting process done by the tractor'). The range of structures is limited, relying mostly on simple sentences. To improve, the student needs to focus on basic grammatical accuracy, particularly verb tenses and article usage, and attempt to incorporate more complex sentence structures, such as passive voice constructions, which are essential for describing technical processes.

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