Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The diagram summarizes the steps involved in the production of ethanol, a type of biofuel.

Overall, the ethanol production has five major steps strating from the growth and harvesting of plants and trees to the utilization of ethanol, each with its own prerequisite functional characteristics.

Firstly, the plants and trees are grown on a land till they become mature, than they are harvested using machineries such as tractors. The harvested plants are then transported to various factories where their pre-processing takes place, and cellulose fibers are separated. Once the cellulose is separated into individual fibers they are further processed, this step is termed as processing, and it involves the utilization of various chemicals.

After the cellulose has been completely processed, it breaks down into simpler sugars, and finally microbes are added to it, to convert it into ethanol, a form of biofuel. Ethanol once produced can be use as a fuel in a variety of vehicles, ranging from cars, trucks to even aircrafts. These transport vehicles than releases the carbon dioxide by the combustion of ethanol, which is added into ecosystem through environment where it is released. Lastly, plants use that carbon dioxide for photosynthesis, a process for the manufacture of sugar in plants.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages from plant growth and harvesting through processing, sugar formation, microbial action and ethanol use. The overview also identifies the cycle from plant growth to fuel use, and your account correctly notes that carbon dioxide returns to plants. These details make the process clear and relevant. However, the overview says there are “five major steps,” which does not accurately represent the sequence shown, and some added details are not supported by the diagram: for example, that cellulose is separated into individual fibres, chemicals are used, or plants manufacture sugar as the final point. To strengthen the response, describe the stages more precisely and keep explanations tied to what the visual actually shows, including the transport modes and the carbon-dioxide loop.

Coherence and Cohesion: Band 7.0

The response has a clear overall progression, moving from the growth of plants to the production and use of ethanol, then back to carbon dioxide and plant growth. The opening overview and the sequence markers “Firstly,” “After,” and “Lastly” help the reader follow the cycle. Most stages are grouped in a sensible order, and the links between them are generally understandable. Some transitions are less precise: “Once the cellulose is separated into individual fibers they are further processed” repeats information, while “These transport vehicles than releases…” makes the connection to the emissions stage awkward. Organising the process into clearer stages and using concise references such as “this gas” or “the fuel” would make cohesion more flexible and reduce repetition.

Lexical Resource: Band 6.5

You use a reasonably varied range for describing a process, including “pre-processing,” “cellulose,” “microbes,” “combustion,” and “photosynthesis.” These terms help convey the technical subject, and the meaning is generally clear. There are also attempts at more formal phrasing, such as “the steps involved” and “a variety of vehicles.” However, some choices are inaccurate or unnatural: “functional characteristics” is vague in this context, “utilization” is less direct than “use,” and “added into ecosystem through environment” is an awkward collocation. Spelling errors such as “strating” and “machineries” also reduce precision. Aim for accurate, natural process vocabulary rather than adding technical-sounding detail that the diagram does not establish.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including clauses beginning “Once” and “After,” and the overall meaning can usually be followed. However, errors occur across verb forms, agreement, articles and sentence construction. For example, “than they are harvested” should use “then”; “can be use” needs a past participle; and “vehicles than releases” has both an incorrect sequence marker and subject–verb disagreement. The long sentence beginning “Once the cellulose is separated…” also joins ideas without clear punctuation. These errors sometimes make the process harder to read, despite the range of structures attempted. Check each sentence for a clear subject and verb, and proofread verb forms and punctuation, especially in longer clauses.

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

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