Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-02

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 figure below displays how a biofuel called ethanol is produced through the cyclical processing consist of 10 stages.

Overall, the diagram demonstrates the production of ethanol. The entire process begin after sunlight and carbon dioxide energy is absorbed by trees. After that all the process goes through from harvesting and chemical processes. As a result, ethanol is produced and shifted to the cars and trucks.

Firstly, the entire process is followed by total of 10 arrows. To begin with, trees and plants absorb energy from direct sunlight and carbon dioxide gases. After the plants are ready they are harvested by tractors and sent for pre-processing purposes. After getting cellulose from pre-processing, It is sent to the factories for further process.

Furthermore, in factory further chemical process was done entirely to reach the final product. During the previous stages rough work was done to reach the factory. Additionally, factory processing turn the cellulose into sugars reactions and microbes were added along that. After the process ethanol was ready. For more information ethanol was used in cars, trucks, and aeroplanes as well. They all release carbon dioxide and the entire process was repeated after that.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by outlining the main stages of the ethanol production process, from plant growth to fuel use and carbon dioxide recycling. An overview is attempted in the introduction and second paragraph, capturing the general nature of the cycle. However, some aspects are under-developed or less clearly explained. For instance, phrases like 'rough work was done' and 'sugars reactions' are vague and fail to clearly report the specific chemical or mechanical processes shown in the diagram. To reach a higher level, the writer should ensure all key stages are described with greater precision, avoiding vague generalisations and ensuring the relationship between each step of the process is fully articulated.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement and follows a logical sequence mirroring the stages of the diagram, beginning with plant growth and concluding with the release of carbon dioxide. Paragraphing is utilised to separate the introduction from the body details, and cohesive devices such as 'Firstly', 'To begin with', and 'Furthermore' are employed to guide the reader through the steps. Nevertheless, referencing and cohesion are at times mechanical or repetitive, with transitions like 'After getting cellulose...', 'After that...', and 'After the process...' overused. To improve, the writer needs to employ a wider and more flexible variety of cohesive devices and referencing words to link ideas more smoothly without relying on repetitive sequential markers.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating topic-related terms such as 'bioprocess', 'cellulose', 'harvested', 'tractors', and 'microbes'. However, there are noticeable lexical inaccuracies and awkward word choices, such as 'cyclical processing consist of' instead of 'consisting of', 'sugars reactions', and 'rough work was done', which reflect a limited grasp of natural collocations and word forms. While communication is not severely impeded, these errors prevent the response from achieving a higher band. To progress, the writer should focus on expanding their range of functional academic vocabulary and ensuring correct word formation and collocation when describing scientific or technical processes.

Grammatical Range and Accuracy: Band 5.5

The writer attempts a mix of simple and complex sentence forms, demonstrating control over basic sentence structures and successfully including passive constructions such as 'ethanol is produced' and 'microbes were added'. However, there are some errors in grammar and punctuation throughout the text, including subject-verb agreement issues like 'the entire process begin' instead of 'begins', tense inconsistencies ('chemical process was done' mixed with present tense verbs), and missing articles (e.g., 'in factory further chemical process'). Although these errors rarely impede overall communication, they persist across the text. To achieve a higher score, the writer must improve accuracy in verb tense consistency, subject-verb agreement, and article use when constructing more complex sentences.

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

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