Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-22

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 picture illustrates the process that how ehanol is prepared after going through multiple stages.

In the first stage, the plants and trees are grown with the help of energy that comes from sunlight and carbondioxide. Then, in the second stage, the plants are harvested with the help of tractor. After that, plants go in the pre-processing machine, where it is crushed into small substance called Cellulose. In the next satge, it is processed with the help of funnel tube and flask, which is then turned into sugars. Moreover, sugar is added into the microbes which seems like small particles or cell. Finally, these substances are transformed into the biofuel called ethanol.

The ethanol produced is used in cars, trucks and aeroplane which can allow these to move. As a result, when these vehicles travel they release carbon dioxide due to the combustion of ethanol. After that, carbondioxide is mixed up with air, which is then used by plants as source of energy.

Overall, this is a continuous process as carbondioxide is used by plants to grow, which then go through series of stages and again at the end it is released into to the air.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages and the overall cycle: plant growth using sunlight and carbon dioxide, harvesting, processing into sugars, the addition of microbes, ethanol production, and carbon dioxide returning to support plant growth. The overview that this is a continuous process is clear, and you also identify the three transport types shown. This gives the account a well-focused response to the diagram. Some details, however, are not securely grounded in the visual: it does not show a “pre-processing machine,” a “funnel tube and flask,” or that the plants are crushed into cellulose. The process is better described neutrally as pre-processing to produce cellulose, followed by processing into sugars. More precise reporting of the depicted stages would strengthen an otherwise clear account.

Coherence and Cohesion: Band 6.5

The response has a clear overall progression, moving from plant growth through fuel production and use to the return of carbon dioxide. Paragraphing separates the production stages from the fuel’s use, while signposts such as “In the first stage,” “After that,” and “Finally” help the reader follow the sequence. The concluding overview also reinforces the cycle. However, the repeated stage markers make the progression somewhat mechanical, and some references are unclear: “these substances” does not precisely identify what becomes ethanol, while “these” in the vehicle sentence refers broadly to the listed vehicles. Use a wider range of linking methods and name the material or stage when needed. This would make cohesion more flexible and precise.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvested,” “pre-processing,” “cellulose,” “microbes,” and “combustion,” and the reader can generally understand the stages. However, the range and control are limited by repeated general words such as “stage,” “plants,” and “used,” as well as inaccurate or awkward choices. “Prepared” is less suitable than “produced” for describing ethanol, and “small substance” does not clearly express the material shown as cellulose. There are also spelling errors, including “ehanol,” “carbondioxide,” and “satge.” Aim for accurate process collocations and check spelling carefully; for example, describe cellulose as being processed into sugars rather than calling it a small substance.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple and longer sentences, and the sequence is usually understandable. Some subordinate clauses and time expressions help connect stages, as in “when these vehicles travel they release carbon dioxide.” However, errors in sentence construction and grammatical forms are noticeable. The opening phrase “the process that how” is not a correct clause pattern; use “the process by which.” In “the plants are grown,” the passive is possible, but “plants and trees grow” better reflects the diagram. Other issues include “with the help of tractor” (missing article), “plants go in the pre-processing machine” (awkward preposition and structure), and “used by plants as source of energy” (missing article). Practise accurate articles, clause patterns, and passive forms while retaining your attempts at complex sentences.

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