Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-08-25

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)

This diagram depicts the process of production of ethanol which is used as a biofuel.

The process begins, when plants and tress are grown with the help of energy which comes from the sunlight. This energy contains both sunlight and carbon dioxide. Following this, harvesting of these trees take place for the pre processing process. In this step, tiny pieces are created with the help of machines which finally converted into cellulose in later step. After processing step, sugars molecules are generated which make sure the presence of microbes and finally lead to the formation of an ethanol.

Afterwards, this ethanol is used as a energy source for the transportation sector. Moreover, carbon dioxide is released into the atmosphere from the fumes emit by vehicles. This carbon dioxide is again reused for the production of ethanol as a energy source.

To put it briefly, this cycle has many stages starting from the energy step as a source and ending up to the ethanol. Ethanol is also used in our daily life specially in transport sector.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the ethanol production cycle, from plant growth to vehicle usage and the recycling of carbon dioxide. However, the description of the process is somewhat superficial. For instance, the transition from 'tiny pieces' to 'cellulose' and then to 'sugars' is described in a way that lacks technical precision, and the role of 'microbes' is mentioned but not clearly linked to the fermentation stage. While the main features are identified, the report would benefit from a more structured approach that clearly distinguishes between the production stages and the environmental cycle. The overview provided in the final paragraph is a bit repetitive rather than summarizing the key trends or the cyclical nature of the process effectively.

Coherence and Cohesion — Band 6.0

The response is organized into logical paragraphs, which helps the reader follow the process. Cohesive devices such as 'Following this', 'Afterwards', and 'Moreover' are used to link ideas. However, the use of these devices is sometimes mechanical, and the flow between sentences could be smoother. For example, the transition between the production of sugar and the formation of ethanol is slightly abrupt. Additionally, the referencing is occasionally unclear, such as in the phrase 'this cycle has many stages starting from the energy step', which feels a bit disconnected from the preceding description of the process. Overall, the progression is coherent, but the cohesion could be more sophisticated.

Lexical Resource — Band 6.0

The vocabulary is generally adequate for the task, allowing the writer to describe the process clearly. There are some instances of imprecise word choice, such as 'plants and tress are grown' (should be 'trees') and 'fumes emit by vehicles' (should be 'emitted'). The phrase 'make sure the presence of microbes' is also unnatural. While the student uses some relevant technical terms like 'cellulose', 'biofuel', and 'carbon dioxide', the range is somewhat limited. To reach a higher band, the student should focus on more precise collocations and avoid repetitive phrasing, such as using 'energy source' multiple times in close proximity.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. There are several grammatical errors, such as 'harvesting of these trees take place' (subject-verb agreement error: 'takes place') and 'finally converted into cellulose' (missing auxiliary verb: 'are finally converted'). The article usage is also inconsistent, for example, 'formation of an ethanol' (should be 'formation of ethanol'). Despite these errors, the meaning remains clear throughout the text, and the errors do not significantly impede communication. To improve, the student should focus on subject-verb agreement and the correct use of passive voice constructions, which are essential for describing processes.

See this exact question answered at other band scores — the same prompt compared across bands.

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