Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-08

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 several steps about how a biofuel that is commonly called ethanol is produced.

Overall, the process consists of several stages, beginning with the growing plants and trees absorb energy from the sunlight and carbon dioxide and ending with the produced ethanol is trasfered to differend vehicles, which is then disperse carbon dioxide into the environment.

Initially, different plants and tress is grown in fields and absorb a sufficient amount of energy from the sunlight and CO2, then the crops are harvested by a specialised truck. Following this, harvested crops are undergo pre-processing step. After pre-processing, cellulose is obtained from the plants material.

Following the making of cellulose, it undergoes futher processing in the laboratory and is then converted cellulose into the sugars, after the produced sugar, the microbes is then added into this, which helps to make a biofuel, ethanol. this ethanol is then transfered into different vehicles. After burning the fuel, this ethanol is again expand into the environment.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages and provide an overview that identifies the process’s beginning and end. The account correctly includes plant growth, harvesting, pre-processing, cellulose, sugars, microbes and ethanol. The overview also recognises the return of carbon dioxide, although “disperse carbon dioxide into the environment” does not clearly explain that emissions from the vehicles feed back into plant growth. Some details are less fully or accurately reported: the diagram shows harvesting but does not identify a specialised truck, and it does not specify that processing takes place in a laboratory. The final stage should mention the car, truck and aeroplane, and explain the cycle more precisely. These omissions and unsupported details limit the completeness of an otherwise relevant summary.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview and two paragraphs following the production sequence. Sequencing expressions such as “Initially,” “Following this” and “After pre-processing” help the reader track the stages, and the process is generally presented in the correct order. However, some links are mechanical or unclear. The repeated use of “Following” and “After” makes the progression feel formulaic, while “after the produced sugar” does not form a clear connection between the sugar and the addition of microbes. The final sentence also does not clearly connect fuel use, carbon dioxide release and the return to plant growth. Use more precise referencing and vary transitions to make these relationships easier to follow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “microbes” and “converted,” which helps communicate the stages. There is also some attempt to use more formal wording, such as “illustrates” and “consists of.” However, several inaccurate word choices or collocations reduce precision: “absorb a sufficient amount of energy” is unnecessarily vague, “specialised truck” is not supported by the diagram, and “ethanol is again expand into the environment” does not express the intended release of carbon dioxide. Spelling errors such as “trasfered,” “differend,” “tress” and “futher” are noticeable. Aim for accurate process verbs and check spelling, while avoiding added details that the visual does not show.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a relative clause in “which is then disperse carbon dioxide” and sequencing clauses beginning with “Following this.” However, errors in verb forms, agreement and sentence construction are frequent enough to make some relationships difficult to understand. For example, “plants and trees absorb” is preceded by “the growing plants and trees,” creating an awkward structure; “harvested crops are undergo” has an incorrect verb pattern; and “the microbes is then added” has subject–verb disagreement. The sentence beginning “Following the making of cellulose” also shifts awkwardly between “it undergoes” and “is then converted.” Practise consistent subject–verb agreement and use clear passive forms, such as “the crops are harvested” and “microbes are added.”

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