Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-09-29

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 given diagram illustrates how a biofuel called ethanol is produced.

Overall, as it can been seen that biofuel production is a step by step process begining with plant growing through the sunlight and carbon dioxide moving forward to process of harvesting, pre processing turning into cellulose and ginally adding microbes in sugar turing it into ethanol which is used by different transports. The emitted carbon dioxide then again reused by plants and tree to grow.

On the one hand, in the begining plants use sunlight and carbon dioxide to grow later they are harvested by the process of harvesting. Following to the process of Pre-processing in which plants are converted into cellulose which are already harvested. As soon as they are converted into cellulose processing begins to convert them cellulose into sugars.

In the final stages, the sugars which were obtainted through cellulose earlier were added with microbes to produce final ethanol. By this process we get ethanol which is later used in aircrafts as a jet fuel and moreover used in different transports like trucks and cars. All these transports emits carbon dioxide which is later used by plants to grow themselve again.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The student successfully addresses all parts of the task by reporting the main stages of the biofuel production cycle shown in the diagram. An overview is provided in the second paragraph, outlining the overall circular nature of the process from plant growth to ethanol utilization and carbon dioxide recycling. The key stages—such as harvesting, pre-processing into cellulose, processing into sugars, adding microbes, and final consumption by various transports—are sequenced and reported accurately. Although the description relies heavily on a step-by-step narration rather than deeper comparative analysis, it covers all essential components well and remains faithful to the visual data without major omissions or factual inaccuracies, aligning with the criteria for Band 6.5 to 7.0.

Coherence and Cohesion: Band 6.0

The response is arranged logically into four paragraphs, providing a clear overall structure with an introduction, an overview, and body paragraphs detailing the process. Cohesive devices are used to signal progression, such as 'Overall', 'On the one hand', and 'In the final stages'. However, paragraphing and transitions are sometimes mechanical and awkward, as seen with 'Following to the process of Pre-processing' and repetitive phrase structures. Referencing is generally clear, but the flow is occasionally disrupted by run-on sentences and punctuation slips (for example, missing commas and conjunctions in complex clauses), which place the cohesion solidly at a Band 6 level.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary suitable for describing a process, incorporating terms such as 'biofuel', 'cellulose', 'microbes', and 'emitted carbon dioxide'. However, there are notable spelling errors ('begining' instead of beginning, 'ginally' instead of finally, 'turing' instead of turning, 'obtainted' instead of obtained) and awkward word formations ('plant growing', 'different transports'). While less common vocabulary is attempted, the precision in word choice and spelling is inconsistent, restricting the lexical score to a Band 6.0.

Grammatical Range and Accuracy: Band 5.5

The response displays a mix of simple and complex sentence forms, attempting relative clauses and participial phrases (e.g., 'the sugars which were obtainted through cellulose earlier were added with microbes'). However, grammatical accuracy is impaired by frequent errors, including missing prepositions, faulty passive constructions ('were added with microbes' instead of 'microbes were added to'), and run-on sentences lacking appropriate punctuation (e.g., 'Overall, as it can been seen that...'). The presence of these recurrent errors means that simple sentences are often error-free, but complex structures frequently contain mistakes, corresponding to a Band 5.5.

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