Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-09-30
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 given process diagram illustrates the process of production of a biofuel known as ethanol.
Overall, the process involves around 10 steps. Beginning from plantation of trees from photosynthesis and culminating at emission of carbon dioxide in our environment, from which the process is repeated.
Looking closely at the diagram, firstly, plants and trees are grown with the help of sunlight and carrbon dioxide , followed by harvesting by the farmers and pre-processing with the help of agricultural machine which is done to convert the big matter into granules. Afterwards, cellulose has been exctracted and then is sent for further processing in lab which in turn produces a compound called sugar.
Probing further, microbes are then added to the sugar to produce the finished product namely ethanol. In the penultimate step, this ethanol is used as a fuel source for various vehicles such as cars, airplanes, and trucks to commute things which further emit carbon dioxide in air. Lastly, this CO2 is absorbed by wildlife again and this process repeats itself.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 6.0
The student successfully summarises the main features of the diagram, accurately identifying that it is a cyclical process showing how ethanol is produced from plants and trees and how carbon dioxide is released and reabsorbed. The response covers all the key stages of the process, from photosynthesis and harvesting through to pre-processing, extraction of cellulose, processing into sugars, adding microbes, and finally using ethanol as a fuel in transport which emits carbon dioxide. The overview provided in the second paragraph effectively captures the cyclical nature and general scope of the process. While there is a slight misreading regarding the inclusion of extra details not strictly in the prompt (such as converting matter into granules or working in a lab), the main progression is well-reported, satisfying the requirements for Task Achievement at this level.
Coherence and Cohesion: Band 6.0
The response is arranged logically with a clear overall progression from the beginning of the cycle to the end. Paragraphing is used appropriately to separate the introduction, overview, and body details. The student employs a variety of cohesive devices and signposting expressions to guide the reader through the stages, such as 'Beginning from', 'Looking closely at', 'firstly', 'Afterwards', 'Probing further', and 'Lastly'. However, referencing and transitions are occasionally slightly mechanical, and some sentences feel somewhat disjointed. Overall paragraphing and logical flow are maintained throughout.
Lexical Resource: Band 5.5
The student uses an adequate range of vocabulary suitable for describing a scientific process, incorporating terms such as 'photosynthesis', 'cellulose', 'microbes', and 'carbon dioxide'. There are some successful attempts to use less common vocabulary, though precision is occasionally lacking, and minor spelling or lexical errors occur, such as 'carrbon' and 'exctracted'. Phrases like 'big matter' are somewhat basic and colloquial. Despite these occasional inaccuracies, communication is not impeded, and the vocabulary deployed is sufficient to convey the process accurately.
Grammatical Range and Accuracy: Band 5.5
The response demonstrates a mix of simple and complex sentence structures, including relative clauses and participial phrases (e.g., 'plants and trees are grown with the help of sunlight..., followed by harvesting...'). There are, however, several grammatical errors and awkward phrasings, such as missing articles ('with the help of agricultural machine'), tense inconsistencies ('cellulose has been exctracted and then is sent'), and run-on structures. Punctuation errors also appear, such as spaces before commas. While these errors do not impede overall understanding, they prevent the text from achieving a higher band.
See this exact question answered at other band scores. The same prompt compared across bands.
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