Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-08-30

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 6.0)

THE DIAGRAM DEMONSTRATES THE SEQUENTIAL PROCESS FOR THE PRODUCTION OF BIOFUEL NAMED AS "ETHANOL". THE WHOLE PROCESS INVOLVES USING THE PLANT SOURCES FOR GENERATION OF THE FUEL WHICH IS THEN UTILIZED BY VARIOUS MEANS OF TRANSPORT WHICH THEN EMIT CARBON DIXOID IN THE ENVIRONMENT.

THE PLANTS USE THE ENERGY FROM THE SUNLIGHT AND THE CARBON DIXOIDE PRESENT IN THE ENVIRONMENT DURING THE PROCESS OF PHOTOSYNTHESIS. THIS ENERGY IS TRANSFORMED INTO THE ORGANIC MATTER OF PLANTS. PLANTS ARE THEN HARVESTED AND THEN TRANSFERRED TO THE INDUSTRIAL SECTOR FOR PRE-PROCESSING IN WHICH RAW MATERIAL IS CONVERTED INTO THE CELLULOSE AND THEN RELOCATED TO THE PROCESSING PLANTS WHERE IT IS MODIFIED INTO THE SUGARS .THE MAIN STEP HERE IS AN ADDITION OF THE MICROBES WHICH LEADS TO THE PRODUCTION OF HIGH ENERGY BIOFUEL THAT IS CALLED "ETHANOL". THIS BIOFUEL IS USED TO RUN THE AEROPLANE, THE BUSES, THE CAR AND ALL SORT OF VEHICLES. AFTER UTILIZATION OF BIOFUEL, THE VEHICLES RELEASES CARBON DIOXIDE IN THE ENVIRONMENT .

IN THIS WAY, NATURAL SOURCE OF ENERGY IS TRANSFORMED INTO NON-RENEWABLE ENERGY SOURCE WHICH IS USED IN VARIOUS MEANS OF TRANSPORT. BUT THERE IS AN INCREASING RISK OF THE GLOBAL WARMING IF THE UTILIZATION OF FUEL EXCEED BEYOND THE NORML LIMIT.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the ethanol production process, from photosynthesis to fuel utilization. However, the analysis is somewhat descriptive rather than analytical. The student includes extraneous information, such as the concluding remark about global warming, which is not part of the diagram and is therefore irrelevant to the task. To improve, focus strictly on the information provided in the visual prompt and ensure that key features, such as the conversion stages, are highlighted more clearly. The summary of the process is generally accurate, but it lacks a clear overview or 'main feature' statement at the beginning that synthesizes the entire cycle effectively.

Coherence and Cohesion — Band 6.0

The essay is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'then' is used frequently). The transition between the production process and the final environmental impact is abrupt. While the logical progression is generally clear, the lack of sophisticated linking words makes the flow feel a bit disjointed. Improving the variety of cohesive devices, such as using 'subsequently', 'following this', or 'consequently', would enhance the overall flow and coherence of the response.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to describe the process clearly. There are some spelling errors, such as 'DIXOIDE' (dioxide) and 'NORML' (normal). The range of vocabulary is somewhat limited, relying on basic terms like 'things' or 'means of transport'. To reach a higher band, the student should incorporate more precise, topic-specific terminology related to industrial processes, such as 'fermentation', 'conversion', or 'by-product', rather than relying on general descriptions. The use of 'all sort of vehicles' is also slightly informal for an Academic Task 1 response.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors, including issues with articles ('the environment', 'the sunlight') and subject-verb agreement ('the vehicles releases'). Punctuation is also inconsistent, with some missing spaces after periods and unnecessary capitalization. The student attempts complex sentences, but these often contain minor errors that, while not impeding communication, prevent the response from reaching a higher band. Focusing on proofreading for basic subject-verb agreement and article usage would significantly improve the accuracy of the writing.

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

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