Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-12

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)

This displays tells us how a biofuel called ethanol is made.

The display in general shows us the continuous cycle of how ethanol is made from plants,and the processes it takes.

The carbon dioxide released by vehicles,air crafts,and trucks is procesed into energy which is made by the reaction of sunlight and carbon dioxide which helps in the growth of plants that can be used to make ethanol,the plants called barley seeds grow with the help of the energy provided,these plants are then harvested when due by the farmer,then are put into a processor to detach the seeds from the stem and break them into their simplest form(cellulose) for easy and smooth processing ,which is taken to the lab for further processing and testing with the addition of sugars and microbes which will result in the final product a biofuel called ethanol.

Then this ethanol is distributed to several transportation companies,airports and personal vehicle users in other to fuel their machines,air crafts and vehicles respectively for transportation.Then the cycle continues.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a continuous cycle and cover its main stages, from plant growth and harvesting through processing to ethanol use and carbon-dioxide return. This gives the reader a relevant overall account. However, some details are not supported by the diagram: it does not specify barley, seeds, a farmer separating seeds from stems, laboratory testing, or distribution to transport companies and airports. It shows pre-processing to produce cellulose, followed by processing into sugars, with microbes added before ethanol is formed. The account also blurs the distinction between sunlight and carbon dioxide as inputs for plant growth and carbon dioxide released by transport. To make the description more complete and precise, report the labelled stages in order and avoid adding explanations that the visual does not provide.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, a general overview, and a description of the cycle ending with its continuation. The sequence from plant growth to harvesting and then ethanol use is broadly easy to follow. However, most of the process is compressed into one very long paragraph and sentence, with several stages joined by repeated “then” and “which” clauses. This makes the relationships between pre-processing, cellulose, processing, sugars, and microbes less clear. The final paragraph also shifts to distribution details that are not shown. Use separate paragraphs for the overview and the main stages, and guide the reader with clear sequencing expressions such as “next” and “at the final stage,” while keeping each sentence focused on one or two steps.

Lexical Resource: Band 6.0

You use a reasonable range of process-related vocabulary, including “harvested,” “processing,” “cellulose,” “microbes,” and “final product,” which helps communicate the general subject. Some less precise or informal choices reduce accuracy: “display” is repeated where “diagram” or “process” would be more suitable, and “detach the seeds from the stem” and “testing” introduce unsupported meanings. There are also spelling and word-form slips, including “procesed” and “air crafts.” Aim for concise, diagram-based wording and use the labels accurately—for example, “pre-processing,” “sugars,” and “ethanol is produced.” This would make the vocabulary more precise without requiring unnecessarily technical language.

Grammatical Range and Accuracy: Band 5.0

You attempt complex sentences to connect stages and show cause and sequence, and the overall meaning can generally be understood. However, the response relies heavily on a single extended sentence, so clauses become difficult to control. For example, “The carbon dioxide released by vehicles… is procesed into energy which is made by the reaction…” has unclear clause relationships, while “the final product a biofuel called ethanol” needs a linking verb or punctuation. There are also errors in sentence boundaries and punctuation, such as missing spaces after commas and the comma splice before “then are put into a processor.” Break long sentences into shorter units, check subject–verb relationships, and use full stops to separate complete stages. This will improve accuracy while preserving your attempts at complex structures.

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