Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 19 · 2026-07-30
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 6.5)
The given pictorial representation of the continue procedure of the production of biofuels which is known as ethanol, it is useful in various transportation.
Overall, these process mainly divided into 2 phase, firstly farming and harvesting the trees and second is machine and lab process for making ethanol fuel.
Initially, the trees need carbon dioxide and ample sunlight to proper grow. The first step is, before harvesting tree farmers have to grow plants and distinct tree and allow time for ripe and then it is harvest by the help of tractor. Afterward, in pre-processing stage trees cut into small particles and extract cellulose for lab testing and processing. Next, in the lab process, cellulose treat with chemicals and make sugars components.
Furthermore, adding some micro bacteria in sugar where sugar has been converted in ethanol. Finally the fuel is ready for uses in various transport vehicles as well as this transportation release carbon dioxide in air. which is necessary for growing plant along with sunlight. Additionally, this process is continues with growing plants and trees.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.5 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.5
The response covers the main stages of the ethanol production process, from farming to the final use in vehicles. However, the overview is slightly inaccurate, as it describes the process as having two phases (farming and lab/machine) rather than highlighting the cyclical nature of the process, which is a key feature of the diagram. While the main steps are identified, the description of the 'pre-processing' and 'lab' stages lacks precision in terminology. The response would benefit from a more analytical approach to the cyclical relationship between carbon dioxide, sunlight, and plant growth, which is central to the provided diagram.
Coherence and Cohesion — Band 6.5
The response is organised into paragraphs, which helps the reader follow the process. Cohesive devices such as 'Initially', 'Afterward', 'Next', and 'Furthermore' are used to sequence the steps. However, the flow is occasionally interrupted by awkward phrasing, such as the opening sentence, which is grammatically disjointed. The referencing is sometimes unclear, particularly in the final paragraph where the connection between the fuel usage and the cyclical nature of the process could be more smoothly integrated. Paragraphing is present but the transition between the farming stage and the industrial stage could be more clearly defined.
Lexical Resource — Band 6.5
The vocabulary is generally adequate for the task, allowing the writer to describe the process steps. There are some attempts at topic-specific vocabulary like 'cellulose', 'harvesting', and 'micro bacteria'. However, there are several instances of imprecise word choice and awkward collocations, such as 'continue procedure' instead of 'continuous process', 'make sugars components' instead of 'convert into sugar components', and 'allow time for ripe' instead of 'allow time to ripen'. These errors do not impede communication but indicate a limited range of precise technical vocabulary.
Grammatical Range and Accuracy — Band 6.0
The response contains a mix of simple and complex sentence structures. There are frequent grammatical errors, particularly regarding verb forms and sentence construction. For example, 'these process mainly divided' should be 'this process is mainly divided', and 'cellulose treat with chemicals' should be 'cellulose is treated with chemicals'. Punctuation is also inconsistent, with some sentences ending abruptly or containing unnecessary full stops, such as '...release carbon dioxide in air. which is necessary...'. While the meaning is generally clear, the high frequency of these errors limits the score.
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