Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-03
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 flowchart illustrates manufacturing process of biofuel which is known as ethanol.
Overall, this process start from carbon dioxide and at the end using ethanol as a fuel emits carbon dioxide.
Firstly, the process start from plants and trees which grow by consuming sunlight and carbon dioxide from atmosphere. After sufficient growth of trees harvested by farmer. Then it is used to pre-processing like cutting and other treatment. By this treatment it gives lots of cellulose source which is processed by chemical reaction. Afterward the cellulose converts in sugars.
On the next stage, the microbes added to the sugar for the further fermentation process. After the proper fermentation process we get ethanol from the sugar. This ethanol used in car, truck, air plane as a replacement of fossil fuels. After the burning ethanol it emits carbon dioxide direct to environment. The whole cycle repeates and we get the new source of energy from biofuel. Nowadays, the ethanol is the best option as fuel because of rising price of fossil fuel due to high demand.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 6.0
The response successfully covers all main stages of the ethanol production cycle shown in the diagram, from the initial growth of plants using sunlight and carbon dioxide to the final burning of fuel which releases carbon dioxide back into the atmosphere. An overview is present, outlining that the process starts with carbon dioxide and ends with its emission during fuel usage. However, some aspects are under-developed or slightly inaccurate in focus; for instance, the final sentence about the rising price of fossil fuels introduces outside information and personal opinion that is not depicted in the source diagram. To achieve a higher band, the writer should ensure all reported features remain strictly objective, accurate to the visual data, and fully extended without straying into general commentary.
Coherence and Cohesion: Band 6.0
The text maintains a coherent overall arrangement with a clear sequence that mirrors the stages of the diagram. Logical progression is established using sequence markers such as 'Firstly', 'Afterward', and 'On the next stage'. However, cohesion is occasionally mechanical or faulty, and referencing is not always clear, such as the pronoun use in 'After sufficient growth of trees harvested by farmer. Then it is used to pre-processing'. Paragraphing is also somewhat disrupted, as the final sentences blend process description with external commentary in a single block of text rather than maintaining a clear structure. Better control of cohesive devices and clearer referencing would elevate the cohesion of the writing.
Lexical Resource: Band 6.0
The writer demonstrates an adequate range of vocabulary for the task, successfully attempting less common items related to the diagram, such as 'fermentation', 'cellulose', 'microbes', and 'fossil fuels'. However, there are notable inaccuracies in word choice, collocation, and word formation throughout the text. Examples include 'manufacturing process of biofuel' missing an article, 'trees harvested' instead of 'trees are harvested', and 'repeates' containing a spelling error. While these lexical errors and awkward collocations do not impede general communication, they prevent the response from reaching a higher band. Using a wider range of precise lexical items with correct collocations and accurate word forms would improve this criterion.
Grammatical Range and Accuracy: Band 5.0
The response displays a limited range of sentence structures, relying primarily on simple sentences and basic active forms, while attempts at passive voice or complex structures are often faulty. There are frequent grammatical errors in article usage, subject-verb agreement, and prepositions, such as 'this process start', 'the process start from', 'converts in sugars', and 'After the burning ethanol'. Punctuation is also basic. These errors require some effort from the reader to parse certain sentences, reflecting a control of grammar characteristic of this level. To improve, the writer needs to incorporate a wider variety of error-free complex sentences, paying closer attention to verb tenses, articles, and prepositions.
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