Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-05

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 diagam below illustrates the whole process of making biofuel which is also called ethanol.

Overall, in this process carbon dioxide and sunlight used as a source of energy by plants and trees to grow. The grown plants and trees are harvested for further process to make ethanol following by making cellulose , sugar and than making ethanol by adding microbes to sugar.

Mainly, trees and plant are used to make ethanol by following a series of steps. This process starts by harvesting plants, which than go to factories for pre-processing, where the plants are converted into cellulose. The cellulose is being processed in labortaries by using different chemicals to make sugars. Sugar is the final ingredients in which microbes are added to make ethanol. Than ethanol is used in different mode of transportations, such as, cars, aeroplanes and heavy vehicles. These vehicles release corbon dioxide, which comes in environment and again become a source of energy for plants.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all parts of the task by outlining the main stages of the biofuel production cycle from energy source to consumption and carbon release. The student presents an overview of the cyclical process and reports key features such as harvesting, pre-processing into cellulose, laboratory processing into sugars, and the addition of microbes. However, some aspects of the process are slightly generalized or under-developed, particularly regarding the cyclical nature of carbon dioxide return, which places this response comfortably in the middle band range. To achieve a higher score, the student would need to extend the description of certain stages with more precise detail and ensure a fully developed account of the entire diagram without minor descriptive gaps.

Coherence and Cohesion: Band 6.0

The text maintains a coherent overall arrangement and follows a logical sequence mirroring the stages of the diagram. The student attempts to structure the response using cohesive devices such as 'Overall', 'Mainly', 'This process starts', and 'Then'. However, cohesion is occasionally mechanical and referencing is sometimes repetitive or slightly faulty, such as the frequent use of 'than' instead of 'then'. Paragraphing is utilized to separate the introduction, the overview summary, and the main body details. To progress further, the writer needs to employ a wider and more flexible range of cohesive devices and ensure smoother transitions between sentences to make the logical progression completely seamless.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, successfully conveying the basic steps of ethanol production with appropriate terms like 'harvesting', 'cellulose', 'microbes', and 'transportation'. The student makes some attempts to use less common vocabulary, but these are accompanied by noticeable word-choice and spelling errors, such as 'diagam' for 'diagram', 'labortaries' for 'laboratories', and 'corbon dioxide' for 'carbon dioxide'. These errors do not seriously impede communication, but they restrict the lexical score. To reach a higher level, the student should expand their range of vocabulary, improve precision in word choice, and eliminate basic spelling mistakes through careful proofreading.

Grammatical Range and Accuracy: Band 5.0

The writing demonstrates a mix of simple and complex sentence forms, attempting structures like relative clauses and passive constructions, such as 'The cellulose is being processed in laboratories by using different chemicals'. However, there are frequent errors in grammar, articles, and prepositions, including missing articles ('in environment', 'as source of energy'), incorrect verb forms ('carbon dioxide and sunlight used'), and punctuation issues. These errors require some effort to decode at times, though meaning is generally clear. To improve grammatically, the student needs to exercise greater control over tense consistency, article usage, and subject-verb agreement while increasing the frequency of error-free complex sentences.

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