Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-09

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 shows all the steps through which a biofuel called ethanol is produced. We will discuss all the steps one by one.

Overall, there are several stages through which ethanol is produced and used by different modes of transport. The production starts from the harvesting of trees, followed by some processing techniques and ending with the addition of microbes added to the sugar to produce ethanol. The transport means than produce carbon dioxide which is used for the growth of plants and trees.

At the first stage, plants and trees grow by consuming the energy which consists of sunlight and carbon dioxide. These plants and trees are then harvested using the tractors. The harvested plants and trees are then pre-processed to produce cellulose. After the cellulose is produced through pre-processing techniques, it is send for the processing.

The processing of cellulose produces sugar. At the end, microbes are added to the sugar for the production of ethanol. The produced ethanol is used by different means of transport, through which carbon dioxide is produced. The carbon dioxide is again used for the production of enerdy used by the plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages and identify the important cyclical feature: carbon dioxide released when ethanol is used in transport returns to support plant growth. The sequence from growing plants through harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol is mostly reported accurately. However, the overview says production starts with harvesting, whereas the diagram begins with plant growth using sunlight and carbon dioxide. The description also simplifies the final stage: ethanol is used by a car, truck and aeroplane, rather than by transport in general, and the diagram shows carbon dioxide from each. To make the account more complete, distinguish pre-processing (which yields cellulose) from processing (which yields sugars), and state the cycle’s starting point accurately.

Coherence and Cohesion: Band 6.0

The response is arranged in a clear sequence, with an introduction, an overview and two paragraphs describing the stages. Sequencing expressions such as “At the first stage,” “then” and “At the end” help the reader follow the process. The overall progression is coherent, although the opening promise, “We will discuss all the steps one by one,” is unnecessary and sounds mechanical. Some links are repetitive, particularly the repeated use of “then” and “plants and trees.” The overview also gives a slightly confusing account by saying the process starts with harvesting, before the next paragraph correctly begins with plant growth. A more concise overview followed by stage-based paragraphs, with clearer references such as “the resulting cellulose,” would improve cohesion.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvested,” “pre-processed,” “cellulose,” “microbes” and “carbon dioxide,” so the stages are generally understandable. However, some wording is imprecise or repetitive: “processing techniques” and “different means of transport” are broad where the diagram allows more exact descriptions. “The addition of microbes added” is redundant, and “produce sugar” would be more natural as “produce sugars.” There are also spelling and word-form slips, notably “enerdy,” which reduce accuracy. Aim for concise, precise process language and check spelling and collocations; this would make the description more fluent without requiring unnecessarily complex vocabulary.

Grammatical Range and Accuracy: Band 5.5

You use a mix of simple and complex forms, including passive constructions such as “are then harvested” and “microbes are added,” which suit a process description. Most of the sequence remains understandable, but some grammatical errors are noticeable. For example, “it is send for the processing” has an incorrect past participle and article; write “it is sent for processing.” The phrase “the addition of microbes added” is also structurally awkward, and “the transport means than produce carbon dioxide” contains an incorrect relative construction. There is some control of longer sentences, but greater accuracy in passive forms, clause links and sentence construction is needed to make the account consistently clear.

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