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 process of the formation of ethanol by harvesting, processing and by adding microbes.

Overall, it can be clearly seen that this is a six-stage cyclical process that begins with harvesting the plants and tress, and ends with adding microbs in sugar to form ethanol.

Initially, plants and trees which grew by the help of natural energy like sunlight and carbon dioxide, are harvested by the heavy machinary like tractors. In pre-processing, cellulose is being seperated from the tress and plants by the help of large industrial machines. Cellulose then further sent to laborataries to start it's processing with different types of chemicals, which is results in the formation of sugars.

Follwing laboratary process, microbes are then added in the sugar to form ethanol. Ethanol is used by automobiles that emit carbon dioxide in the air which helps in the growth of plants and trees. This makes the formation of ethanol a cyclical process.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main stages and correctly describe the cycle linking plant growth, ethanol use and carbon dioxide returning to support further growth. The overview also recognises the cyclical nature of the process. However, some details are incomplete or inaccurate: the diagram shows ethanol being used by cars, trucks and aeroplanes, whereas you generalise this to “automobiles”; it also shows carbon dioxide released by these transport modes, not simply “in the air.” The overview calls this a six-stage process and says it ends with microbes being added, although the diagram continues through ethanol use and the return of carbon dioxide. The account of pre-processing and processing also introduces unsupported details about separating cellulose with machines and using chemicals. More precise coverage of the full cycle would strengthen the response.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, an overview and two paragraphs describing the stages. Sequencing expressions such as “Initially” and “Following” help guide the reader, and the final sentence returns to the cycle. This gives the account a coherent progression. Some links are less clear or slightly mechanical, however. For example, “In pre-processing, cellulose is being separated” does not clearly distinguish the pre-processing stage from the subsequent cellulose output, while “Following laboratory process” refers to a laboratory stage that is not shown. The overview also says the process ends with microbes being added, which conflicts with the later account of ethanol use and carbon dioxide. Clarifying stage-to-stage relationships and using references that match the diagram would improve cohesion.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “cyclical,” which helps communicate the subject. There is some attempt at more specific language, such as “formation” and “emit.” However, spelling errors are noticeable, including “tress,” “microbs,” “machinary,” “seperated” and “laborataries,” and these reduce the accuracy and polish of the vocabulary. Some choices are also imprecise or unnatural: “formation of ethanol” is less direct than “production of ethanol,” and “microbes … in the sugar” does not express the process naturally. Aim for accurate spelling and standard process collocations, and avoid adding terms such as “chemicals” when the diagram does not specify them.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple and complex structures, including a relative clause in “plants and trees which grew…” and a result clause describing sugar formation. The main sequence remains understandable, but grammatical errors recur and sometimes make relationships awkward. For example, “plants and trees which grew …, are harvested” has an unnecessary comma and an unclear tense choice; “Cellulose then further sent” is missing a finite verb; and “which is results” combines incompatible verb forms. The phrase “microbes are then added in the sugar” also has an incorrect grammatical pattern. Practise forming complete passive clauses for process descriptions, such as “cellulose is then processed,” and check tense consistency, agreement and sentence punctuation.

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