Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-08-01

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 picture illustrates, the making of ethanol for biofuel.

Overall, the process stare with harvesting and end on provide to transport vechial as a fuel to run car .

After examining the diagram, the plants and trees is harvesting by tractor because plant cantain natural energy. Further all items put into crosser machine and pre processing change turn into cellulose. then chemical process start these done by scienthis in lab . The cellulose reform inti sugars.

The rest of information shows, The sugars is ready form plant and trees .Then we add some microbes which help into sugar to turn into ethanol . now it is ready for export to petrol pumpe and then transfer into car, truck, or plain all item release carbon dioxide . This is absorve by tree and plant to regrading energy

All in all, the whole process of production of ethanol is easy to understand.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response identifies the main stages of the ethanol production process, such as harvesting, processing, and the chemical conversion of sugars. However, the description is somewhat superficial and lacks the precision required for a higher band. For instance, the explanation of the chemical process is vague, and the cycle of carbon dioxide absorption is mentioned but not clearly linked to the overall diagrammatic flow. While the main features are covered, the lack of detail in describing the transformation stages means the response does not fully develop the information provided in the diagram. The overview is present but could be more comprehensive in summarizing the cyclical nature of the process.

Coherence and Cohesion — Band 6.0

The essay is organized into paragraphs, which helps the reader follow the progression of the process. However, the use of cohesive devices is often mechanical or inaccurate, such as 'Further all items put into crosser machine' and 'The rest of information shows'. The referencing is sometimes unclear, and the flow between sentences feels disjointed. While there is an attempt to use logical sequencing, the transitions between the stages of production are not smooth, and the paragraphing is somewhat arbitrary. The overall structure is present, but the lack of sophisticated linking words limits the clarity of the progression.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive, often relying on basic terms. There are several instances of incorrect word choice and spelling errors, such as 'stare' instead of 'start', 'vechial' instead of 'vehicle', 'crosser' instead of 'crusher', and 'scienthis' instead of 'scientists'. These errors occasionally impede the reader's understanding. The range of vocabulary is insufficient to describe the technical process accurately, and there is little evidence of less common lexical items or precise terminology related to industrial processes. To improve, you should focus on learning topic-specific vocabulary and proofreading for basic spelling mistakes.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that affect the clarity of the writing. There are consistent issues with subject-verb agreement (e.g., 'the plants and trees is harvesting', 'The sugars is ready'), article usage, and sentence structure. Many sentences are simple, and attempts at more complex structures are often faulty, such as 'these done by scienthis in lab'. Punctuation is also inconsistent, with misplaced commas and missing capital letters. While the meaning is generally discernible, the high frequency of errors in basic grammar prevents the writing from reaching a higher band. Focus on mastering basic sentence construction and subject-verb agreement.

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