Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-18

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 diagram illustrates the process of how ethanol, a type of biofuel, is created.

Overall, it is a continuous cycle which starts from harvesting and ends at carbon dioxide that is emitted from cars. The whole process consists of many processing steps in which harvesting, pre-processing, and some laboratory work take place.

Firstly, in the initial stages, plants and trees are grown that are harvested with a tractor. The harvested material is later sent for the pre-processing that gets converted into cellulose. The prepared cellulose is then sent to the laboratory for further processing, where sugars are formed after processing. On the processed sugars, microbes are added, which create ethanol.

The same created Ethanol is then sent to buses,aeroplanes, and cars for the use.

After the emission of the ethanol, the by-product called carbon dioxide is produced which are thrown out from the car,aeroplane and bus get mixed in the air.

And lastly, the cycle continuous by the carbon dioxide going to the trees that helps in growth of plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from plant growth through cellulose, sugars, microbes and ethanol, and you identify the diagram’s central feature as a cycle involving carbon dioxide. However, the overview is not fully accurate: the cycle begins with sunlight and carbon dioxide supporting plant growth, rather than with harvesting, and carbon dioxide returns from transport to the plants rather than ending with emissions from cars. You also report buses, although the diagram shows a car, truck and aeroplane, and the description of carbon dioxide as being emitted “from the ethanol” is unclear. The stages are relevant, but greater precision about the inputs, transport uses and recycling loop would make the account more complete.

Coherence and Cohesion: Band 6.0

The response has a clear overall sequence, with an introduction, an overview and a chronological account of the production stages. Linking expressions such as “Firstly,” “After” and “And lastly” help the reader follow the process. However, the overview says the cycle starts with harvesting, which conflicts with the later account of plant growth and weakens the progression. Some connections are also awkward or unclear, particularly “After the emission of the ethanol” and “the car, aeroplane and bus get mixed in the air.” Grouping the production stages and the transport-and-carbon-dioxide loop more distinctly, and using clearer references to each material, would make cohesion less mechanical and improve the flow.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “by-product,” which helps communicate the main stages. There are also attempts at more formal phrasing, such as “illustrates” and “continuous cycle.” Some word choices and collocations are imprecise, however: “laboratory” is not shown in the diagram, “buses” misidentifies one of the transport modes, and “emission of the ethanol” does not clearly describe its use as fuel. “The cycle continuous” also uses the wrong word form. Aim for precise process language and avoid adding details not shown; for example, describe the material as being processed and the fuel as being used by cars, trucks and aircraft.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including relative clauses such as “which create ethanol” and “that helps in growth,” and the sequence is generally understandable. Some grammatical errors remain. In “the by-product called carbon dioxide is produced which are thrown out,” the relative clause has unclear reference and “is” does not agree with “which” if it refers to emissions. “The cycle continuous” needs a verb form, while “plants and trees are grown that are harvested” has an awkward clause structure. There are also punctuation and spacing problems, such as “buses,aeroplanes” and “car,aeroplane.” Use shorter, controlled clauses where needed, check subject–verb agreement, and punctuate lists consistently.

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

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