Band 6.0 IELTS Writing Task 1 Model Answer

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

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 process diagram illustrates the production of a biofuel called ethanol.

Overall, production of ethanol is a cyclic process, which starts from growing plants and trees in the forest and ends with the usage of ethanol in various means of transport and the carbondioxide that is emitted by these vehicles are again used in the production of the biofuel.

Firstly, by using sunlight and carbondioxide there is an increase in the growth of plants and grees.Later, these plants are harvested and sent for pre-processing.After processing, the particles forms a cellouse type structure.Later, cellulose is sent for processing in machines and then converted into sugars.After, microbe particles are added to the sugars.

The sugar particles containing microbes prouduces a biofuel called ethanol.Later, ethanol gas is used as a fuel aeroplanes, trucks and cars as well.The carbondioxide which is emitted from these vehicles are again recycled in the process of ethanol production.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages and give a clear overview of the cycle, noting that transport-related carbon dioxide returns to support plant growth. The sequence from harvesting through pre-processing, cellulose, processing, sugars, microbes and ethanol is also represented. However, one important stage is misreported: you say that plants are processed and only afterwards form a cellulose structure, whereas the diagram shows pre-processing producing cellulose before the separate processing stage. The overview also says the cycle starts with plant growth, although sunlight and carbon dioxide are shown as inputs to that growth. These are specific inaccuracies within an otherwise complete account. To strengthen the response, describe each transformation precisely and distinguish the initial carbon-dioxide input from the emissions returned by vehicles.

Coherence and Cohesion: Band 6.5

The response has a clear overall shape: an introduction, a cycle overview and a chronological account of the stages. Sequencing words such as “Firstly,” “Later” and “then” help the reader follow the process, and the final sentence returns to the cycle. This gives the account coherent progression. However, the repeated use of “Later” and “After” makes the links somewhat mechanical, and the paragraph describing the middle stages is difficult to follow because it reverses the relationship between pre-processing and cellulose. Some transitions, such as “After,” are also used without a complete connection to the preceding clause. Use more precise links such as “Following pre-processing” and “Once sugars have been produced,” and group the stages into clearer phases.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes” and “emitted,” which helps communicate the diagram’s subject. However, the range is limited and several choices are inaccurate or awkward for this context. “Particles forms a cellouse type structure” is not a clear description of the material, while “ethanol gas” and “recycled” are imprecise descriptions of the fuel and carbon-dioxide cycle. There are also noticeable spelling errors, including “grees,” “cellouse” and “prouduces,” which reduce the accuracy of the vocabulary. Aim for precise process terms and check spelling carefully; for example, describe cellulose as being produced and carbon dioxide as being reabsorbed or returned to the cycle.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including the overview sentence linking vehicle emissions back to biofuel production. However, control is uneven, and errors in agreement, articles and sentence construction sometimes make the process harder to follow. For example, “the particles forms” has a subject–verb agreement error, and “fuel aeroplanes” needs a grammatical link such as “fuel for aeroplanes.” In “the carbon dioxide which is emitted … are,” the verb does not agree with the singular subject. Punctuation is also missing after “grees” and “pre-processing,” creating run-on joins. Practise checking each sentence for a clear subject and verb, and use full stops or conjunctions to connect stages accurately.

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