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 diagram illustrates the process of producing a biofuel called ethanol.

Overall, the process of manufacturing ethanol consists of 7 stages. beginning with the plants and trees were grown and ending with addition of the microbes into sugar.

Firstly, the plants and trees are grown by taking energy from sunlight and carbon dioxide before being harvested. Afterwards, the harvested plants and trees are taken for pre-processing. as a result the cellulose is released from them. Morely, the released cellulose is being used for further processing.

after completed the processes on cellulose the sugars are being made from them. Moreover, the microbes are being added to the sugar before produced as an ethanol. Lastly, the ethanol is used as a fuel to power different vehicles such as cars,trucks and planes. in addition to that the vehicles released carbon dioxide which is one of the main energy source of trees and plants.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully addresses all parts of the task by outlining the main stages of the ethanol production cycle, from plant growth to fuel consumption and carbon dioxide release. An overview is attempted, noting the total number of stages. However, some aspects of the process are described with limited development or minor inaccuracies in following the exact sequence, such as how cellulose is processed and how microbes interact with sugars. While the main features are reported and comparisons or relationships like the carbon dioxide cycle are mentioned, a more detailed breakdown of intermediate steps would elevate the response. The information provided is generally relevant and accurate to the diagram provided, meeting the requirements for this level.

Coherence and Cohesion: Band 6.0

The response displays an overall coherent arrangement, successfully guiding the reader through the cyclical process of biofuel production. Paragraphing is used to separate the introduction, overview, and body details. However, cohesion is sometimes faulty or mechanical due to repetitive transitional phrases and punctuation errors, such as starting sentences with lowercase letters or splitting sentences inappropriately like 'pre-processing. as a result'. Referencing is generally clear, but the logical progression between sentences occasionally feels disjointed, preventing a smoother flow of ideas. To reach a higher level, the writer needs to employ a wider and more flexible range of cohesive devices while ensuring accurate punctuation and paragraph transitions.

Lexical Resource: Band 6.0

The writer uses an adequate range of vocabulary suitable for describing a technical process, incorporating terms such as 'pre-processing', 'cellulose', 'microbes', and 'fuel'. There are attempts to use less common vocabulary, though some inaccuracies in word choice and word formation appear, such as 'Morely' instead of 'Moreover', and 'produced as an ethanol' rather than 'produced into ethanol'. Spelling and word-choice errors are present, but they do not impede communication. To improve lexical resource, the student should focus on precise collocations and correct word forms when handling scientific or technical terminology.

Grammatical Range and Accuracy: Band 5.0

The response employs a mix of simple and complex sentence forms, demonstrating some control over sentence structures. However, frequent errors in grammar, punctuation, and tense consistency are evident throughout the text. Examples include awkward passive constructions and tense shifts such as 'the plants and trees were grown', missing articles, and sentence boundary errors like 'after completed the processes'. Capitalisation at the beginning of sentences is also inconsistent. While these errors rarely impede communication entirely, their frequency places the grammar firmly in this band. To achieve a higher score, the writer must improve accuracy in complex grammatical structures, particularly passive voice and subordinate clauses.

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