Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 19 · 2026-09-27

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 7.0)

The diagram illustrates the complete cycle of ethanol production along with its uses and by-products.

The raw material used to produce ethanol is cellulose which is derived from plants. It undergoes several stages of processing before being converted to ethanol, which is subsequently used for various industrial purposes.

The cycle begins with energy production through photosynthesis in plants and trees, which require two natural resources: sunlight and carbon dioxide. Photosynthesis helps plants grow, once the vegetation is mature, it is harvested. The harvested biomass undergoes mechanical pre-processing to obtain raw cellulose, which undergoes further processing in the laboratory with several chemicals to ultimately produce sugars. The final step for ethanol production involves the addition of microbes to the sugars.

The resultant ethanol is used to fuel both land and aviation vehicles, such as cars, lorries and aeroplanes. The by-product of burning ethanol to power these vehicles is carbon dioxide. This gas is released into the atmosphere and is subsequently absorbed by plants during photosynthesis, which constitutes the initial step in ethanol production.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The student successfully summarises the main stages of the ethanol production cycle, accurately identifying the key steps from photosynthesis and harvesting through to pre-processing, processing into sugars, microbial addition, and final utilisation in vehicles. The response also correctly captures the closed-loop nature of the diagram by mentioning the release of carbon dioxide and its subsequent reabsorption by plants. The overview provided in the introductory and concluding parts gives a clear picture of the whole process without omitting major features. Ideas are appropriately selected and reported, meeting all the requirements of an Academic Task 1 response.

Coherence and Cohesion: Band 6.5

The text exhibits a clear logical progression, starting with an introductory overview, moving systematically through the stages of the production cycle in chronological order, and concluding with the release and recycling of carbon dioxide. Paragraphing is used appropriately to separate different aspects of the diagram, such as the raw materials, the production steps, and the final uses and by-products. Cohesive devices are handled effectively, though there is a minor comma splice in the third paragraph ('...plants grow, once the vegetation is mature...') which slightly affects the mechanical flow of sentences. Overall, cohesion is well managed.

Lexical Resource: Band 6.5

The student uses a sufficient and generally appropriate range of vocabulary relevant to a process diagram, incorporating terms such as 'photosynthesis', 'biomass', 'pre-processing', 'microbes', and 'by-product'. There is evidence of less common lexical items being attempted with reasonable success. Word choice is generally accurate, though minor stylistic improvements could be made, such as using more precise academic verbs for describing processes. Spelling and word formation are accurate throughout, ensuring that communication is never hindered.

Grammatical Range and Accuracy: Band 6.5

The response demonstrates a good variety of complex structures, such as relative clauses ('cellulose which is derived from plants') and participial phrases ('The harvested biomass undergoes...'). The majority of sentences are error-free and show good control of tense and voice, which is crucial for process descriptions. A few minor punctuation slips occur, such as the comma splice noted in the third paragraph. However, these errors do not impede communication, and the overall grammatical control is solid.

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