Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-09-18

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 pictorial representation demonstrates the data related to the process involved in the production of ethanol.

Overall, several crucial steps are involved in the production of ethanol. Moreover, the cycle starts when plants grow with the help of sunlight and carbon dioxide but never ends. This means that at the end when carbon dioxide comes out from vehicles trees use them as a source of energy.

Initially, the process begins when trees use energy (sunlight and carbon dioxide) for proper growth and secondly they get harvested by people through machinery. Moreover, with the pre - processing of plants they get converted into cellulose and then further processing took place. Afterwards, sugar as a bioproduct get formed and with the help of several microbes it finally get converted into ethanol. Furthermore, it is used to run vehicles then transports release carbon dioxide which is used by plants as a source of energy and this cycle continues.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student successfully identifies the main features of the diagram, detailing the cyclical process of ethanol production from plant growth to vehicle emissions and carbon absorption. The overview captures the continuous nature of the cycle well. However, some minor details from the prompt could be more fully integrated, such as specifying the transport modes mentioned in the visual data. The response meets all basic requirements for an academic task 1 description, presenting a clear summary of the stages including harvesting, pre-processing, cellulose creation, and the addition of microbes.

Coherence and Cohesion — Band 6.0

The text is logically organized into an introduction, an overview paragraph, and a detailed body paragraph explaining the sequence of steps. Cohesive devices such as 'Initially', 'Moreover', 'Afterwards', and 'Furthermore' are used to signpost the progression of the process, although their usage can occasionally feel a bit mechanical. Paragraphing is handled appropriately, ensuring that the reader can easily follow the flow from plant growth to ethanol utilization and back to carbon dioxide absorption.

Lexical Resource — Band 6.0

The student demonstrates an adequate range of vocabulary suitable for a process diagram, using terms like 'pictorial representation', 'crucial steps', 'bioproduct', and 'microbes'. There are some awkward phrasings, such as 'demonstrates the data related to the process' (since a diagram illustrates a process rather than statistical data) and minor punctuation spacing errors around hyphens ('pre - processing'). However, the lexical choices are generally sufficient to communicate the key concepts without hindering understanding.

Grammatical Range and Accuracy — Band 6.0

The essay displays a mix of simple and complex sentence structures, such as relative clauses and conditional-like explanations ('This means that at the end when carbon dioxide comes out from vehicles trees use them as a source of energy'). There are some grammatical slips and punctuation lapses, such as missing commas in long introductory clauses and plural-singular agreement issues (e.g., 'transports release carbon dioxide', 'trees use them'). Nevertheless, the majority of sentences are clear and do not impede communication.

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

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