Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-13

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 given graphical representation illustrates the production of biofuel called ethanol.

Overall , it can be observed at a glance that the the process of production of ethanol comprises a whole cycle of steps .Its production starts with the use of carbon dioxide whereas when it is used in vehicles they emit carbon dioxide in environment to complete the cycle.

Closer examination reveals that in this cycle of steps the the energy is the combination of sunlight and carbon dioxide, and plants and trees are grown using that combination as a source of energy .Secondly, these trees are harvested using harvester and preprocessing is done on that harvested trees.Thirdly , that preprocessed material is cellulosed .Then , the actual processing is done in laboratory.After processing, it is converted in to sugars.

More in-depth analysis shows that,Microbes are added into sugar through which ethanol is produced .This ethanole is used in different kind of vehicles and airplanes .These things emmit carbon dioxide in the environment which is later used as a energy source for growth of plants and the whole cycle repeats .

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response gives a clear overview of the circular process, noting that production begins with carbon dioxide and that emissions from vehicle use return to support plant growth. It also reports the main sequence from harvesting and pre-processing through cellulose, processing, sugars, microbes and ethanol, so the key stages are covered. Some details, however, are over-generalised or not fully accurate: the diagram shows processing at a factory, not specifically in a laboratory, and it shows ethanol being used by a car, truck and aeroplane rather than referring broadly to “different kind of vehicles.” To strengthen the account, describe the conversion stages more precisely and include the transport uses and their role in completing the cycle without adding unsupported details.

Coherence and Cohesion: Band 6.5

The response has a recognisable structure: an introduction, an overview and two paragraphs describing the stages. The sequence is generally easy to follow, and signposts such as “Overall,” “Secondly” and “Then” help guide the reader. This provides coherent organisation, but some linking is mechanical and the progression is not always smooth. For example, “More in-depth analysis shows that” does not add a clear relationship, while repeated “Thirdly” and “Then” make the process sound like a list. There are also awkward joins and spacing around sentence boundaries. Grouping the stages into natural phases—plant growth and preparation, then conversion and use—would make the progression more flexible and cohesive.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “harvested,” “preprocessing,” “cellulose,” “sugars” and “carbon dioxide,” and it attempts some formal phrasing such as “Closer examination reveals.” However, the range is limited by repeated general words such as “process,” “used” and “things,” and several choices are inaccurate or unnatural. “That preprocessed material is cellulosed” does not clearly express that cellulose is obtained, while “ethanole” and “emmit” are spelling errors. “A source of energy” is also an imprecise description of the diagram’s sunlight and carbon dioxide input. Aim for accurate process verbs and natural collocations, and check spelling carefully; this would make the stages clearer and more precise.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and complex sentences, including a relative clause in “which is later used as a energy source” and a contrastive overview beginning “whereas.” However, complex constructions are often faulty, and errors occur frequently enough to affect fluency. Examples include “it can be observed at a glance that the the process,” “plants and trees are grown using that combination,” and “Microbes are added into sugar through which ethanol is produced.” Articles, agreement, sentence boundaries and punctuation also need attention: “a energy source” should use the correct article, and several sentences run together without spaces after full stops. Prefer shorter, controlled sentences while practising accurate clauses, articles and punctuation.

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