Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-09-28

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 illustrates the steps and equipment involved in the production of ethanol and the way in which ethanol is then used as biofuel.

Overall, the process consists of seven main stages, beginning with trees getting energy from sunlight and carbon dioxide and ending with ethanol getitng used as biofuel in vehicles.

At the first stage, plants and trees get energy from sunlight and carbon dioxide while helps them to grow.Following this, the plants are gathered and picked up by method of harvesting. Once this has been completed, the pre-processing of the trees get done.

In the next stage, the pre-processed plants gets converted to cellulose. After that, they get processed in proper way in laboratory which in result leads to formation of sugar. When microbes get added to that sugar it results in the production of Ethanol which further get used in numerous transportation vehicles such as truck, car and airplane. Those vehicles then emit carbon dioxide which helps plants and trees to grow.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers all key aspects of the diagram, successfully summarising the cyclical nature of ethanol production and its subsequent use as a biofuel. The student presents a clear overview outlining the main stages, from plant growth to fuel combustion and carbon dioxide absorption. Key features such as pre-processing, conversion to cellulose and sugars, addition of microbes, and vehicle emissions are reported accurately. The progression of the process is followed logically without significant omissions or fabricated data. However, the explanation remains somewhat descriptive rather than deeply analytical in places, preventing it from reaching the highest band. Overall, the response addresses the prompt fully and satisfies the requirements for Task Achievement.

Coherence and Cohesion: Band 6.0

The essay demonstrates a clear overall progression, guiding the reader logically through the cyclic process illustrated in the diagram. Paragraphing is used appropriately to separate the introduction, overview, and body details. Cohesive devices are employed to connect the stages, such as 'Overall', 'At the first stage', 'Following this', and 'In the next stage'. While referencing and transitions are generally functional, some links feel slightly repetitive or mechanical (e.g., 'After that, they get processed...'). Paragraph divisions could also be slightly more balanced to enhance readability. Nonetheless, the logical flow is maintained throughout, ensuring the information is easy to follow.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary suitable for describing a technical process, including terms like 'biofuel', 'harvesting', 'pre-processing', 'cellulose', 'microbes', and 'emissions'. However, the language relies heavily on simpler, repetitive verbs and structures (e.g., 'get energy', 'get done', 'gets converted', 'get used'). There are also awkward word choices and phrasing, such as 'trees getting energy' and 'in proper way in laboratory'. While these lexical limitations do not impede communication, they reflect a lack of precision and prevent the vocabulary score from rising into the higher bands.

Grammatical Range and Accuracy: Band 5.5

The response contains a mix of simple and complex sentence forms, demonstrating some control over multi-clause structures ('The diagram illustrates the steps and equipment involved in the production of ethanol and the way in which ethanol is then used as biofuel.'). However, grammatical accuracy is inconsistent. There are several minor errors, such as subject-verb agreement issues ('plants and trees get energy... while helps them') and a reliance on informal passive constructions ('get done', 'gets converted', 'get used'). Punctuation is generally acceptable, but frequent reliance on conversational verb phrasing ('get') lowers the formal register required for an Academic task.

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