Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-20

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 illustrates the production process of a biofuel known as ethanol.

Overall, the process is considered a repeating cycle. This is because carbon dioxide is reproduced by the vehicles consuming ethanol. Ethanole is mainly originated from trees and plants, which are then processed to produce elements neccesary for the manufacturing of it.

Regarding the beginning, energy coming from daylight and carbon dioxide has major help in the growth of trees andd plants. following that, the trees are harvested and enter a stage of pre-processing, which results in the making of cellulose.

After cellulose is produced, it is processed into sugars, and with the addition of microbes, ethanol is finally manufactured. A variety of transprotation forms such as cars, trucks, and even planes use ethanol. These vehicles emmit huge amounts of carbon dioxide(which is needed for the making of ethanol) travels back to the atmosphere to repeat the cycle.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a production process and give a relevant overview by noting that it is a repeating cycle involving carbon dioxide. The main stages are also reported in the correct order: plant growth, harvesting, pre-processing, cellulose, sugars, microbes and ethanol. However, some details are less fully or clearly described. For example, the diagram shows sunlight and carbon dioxide supporting plant growth, and carbon dioxide from vehicles returning to the plants; the phrase “reproduced by the vehicles” is imprecise about this relationship. The response also says vehicles emit “huge amounts,” which is not indicated in the diagram. The response is one word below the required minimum. To strengthen the summary, describe the carbon cycle accurately and avoid adding unsupported claims.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction, an overview, and two paragraphs describing the stages. Sequencing expressions such as “Regarding the beginning,” “following that,” and “After cellulose is produced” help the reader follow the process. The progression is generally logical, and the stages are presented in the diagram’s order. However, some linking and reference are awkward or unclear. In “These vehicles emit … carbon dioxide … travels back,” the relationship between the plural subject and “travels” is difficult to follow, while the parenthetical explanation interrupts the final point. The overview also repeats the cycle idea without clearly distinguishing the production sequence from the return of carbon dioxide. Use more precise links and make each sentence’s subject clear.

Lexical Resource: Band 5.5

You use a relevant range of process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes,” and “manufactured,” which helps convey the stages. There are also attempts at more formal phrasing, such as “the production process” and “a variety of transportation forms.” However, several inaccurate word choices and spelling errors reduce precision: “Ethanole,” “neccesary,” “transprotation,” and “emmit” are misspelled, while “carbon dioxide is reproduced” and “has major help” are unnatural collocations. “Elements” is also vague for the materials shown. Aim for accurate process language and check spelling; for example, say that carbon dioxide is “released” by vehicles and “absorbed” by growing plants.

Grammatical Range and Accuracy: Band 5.5

You use both simple and more complex forms, including the passive construction “the trees are harvested” and the clause “which results in the making of cellulose.” Most of the process remains understandable, but some grammatical errors affect clarity. In “energy … has major help in the growth,” the verb pattern is incorrect; a clearer structure would be “energy … helps plants grow.” The final sentence also has a subject–verb mismatch: “These vehicles … carbon dioxide … travels back,” where the subject changes from plural vehicles to singular carbon dioxide without a clear sentence boundary. Capitalisation after the full stop in “following that” and punctuation around the parenthesis also need attention. More consistently controlled clauses and sentence boundaries would improve accuracy.

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