Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-07

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 production of biofuel called ethanol.

Overall, there are eight steps demonstrated in the process of making ethanol. This process starts by consumption of energy like sunlight and carbon dioxide and finish at production of carbon dioxide.

In the first step, plants are grown by using energy from surrounding and harvested after fully grown.Furthermore, parts of plant are processed and a chemical substance called cellulose is extracted from plants. Those substance are then treated with some chemicals which results into the formation of sugar.

After the production of sugar, microscopic organism called microbes are introdeced into sugar . After the certain period of time, biofuel ethanol is produced which is then supplied to different means of transportation like cars and bikes. Vehicles like bus and car uses ethonal as fuel which produces pollution like carbon dioxide. Those carbon dioxide produced by vehicles are then used by plants to grow. As a whole all this steps complete a cycle for the production of ethanol from plants.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as a cycle and give a relevant overview, noting that it begins with sunlight and carbon dioxide and returns carbon dioxide to plants. The main sequence—from plant growth and harvesting through cellulose, sugars, microbes and ethanol—is also covered. However, some details are incomplete or inaccurate: the diagram shows three transport modes (a car, truck and aeroplane), whereas you mention cars, bikes and buses; it also shows processing but does not specify that chemicals are used. The overview’s claim of “eight steps” is not clearly supported by the diagram’s stages. To strengthen the response, describe the processing stage without inventing its method and report the transport and carbon-dioxide links precisely.

Coherence and Cohesion: Band 6.5

The response has a clear overall shape: an introduction, an overview, and paragraphs describing the production sequence and the cycle’s ending. Sequencing expressions such as “In the first step” and “After the production of sugar” help the reader follow the stages. The final sentence also reinforces the cyclical nature of the process. Some connections are less smooth, however: “Furthermore” does not clearly signal the relationship between harvesting and processing, and the long final paragraph combines several stages and the cycle without much separation. Referencing in “Those carbon dioxide” is also unclear. Grouping the production stages separately from ethanol use and the return of carbon dioxide, and using more precise links, would make progression more controlled.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvested,” “cellulose,” “microbes,” and “transportation,” and the reader can generally understand the stages. There is some attempt to use more specific terms, but several word choices, spelling errors and collocations reduce precision: “surrounding” is vague for the energy source, “introdeced” is misspelled, and “ethonal” is also misspelled. “Parts of plant” and “chemical substance” are imprecise, while “pollution like carbon dioxide” does not describe the diagram’s carbon-dioxide emissions accurately. Aim for consistent technical wording and check spelling; precise terms such as “plant material,” “microorganisms,” and “emissions” would better suit a process description.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including the relative clause in “which results into the formation of sugar” and the passive construction “are then used by plants.” These choices help convey a sequence, but some grammatical errors remain. In the overview, “starts … and finish” has inconsistent verb agreement, and “plants are grown … and harvested” does not clearly maintain the intended subject. There are also article and number problems in “After the certain period of time” and “Those substance,” as well as punctuation spacing issues after full stops. Review agreement, articles and plural forms, and separate each sentence with consistent punctuation. More accurate control of these patterns would make the process easier to follow.

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