Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-23

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 biofuel known as ethanol production.

Overall, the process consists of several stages starting from growth of plants by using energy source such as sunlight and carbon dioxide and end at Ethanol produced and use for vehicles and plane. The process including planting, harvesting, pre-processing and microbes added.

The process starts from cultivation of ethanol plants and trees by using sunlight and carbon dioxide as energy sources. Following that plants are harvesting for pre-processing at this stage branches are converted into a small pieces and generate cellulose from these twig before furthur processing. The cellulose of ethanol placed to production unit for further processing.

After thet processed cellulose are converted into sugars and added some microbes for final stage to produce ethanol biofuel. After completing the process biofuel are used in vehicles and aeroplane and all these transportation release carbon dioxide that used in growth of plants. The process start again use carbon dioxide which released from vehicles.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages and identify the diagram as a cycle, from plant growth using sunlight and carbon dioxide through processing to ethanol, transport use, and carbon dioxide returning to plant growth. This gives the reader a clear account of the overall process. The sequence of harvesting, pre-processing, cellulose, sugars, and microbes is also included. Some details, however, are not supported by the diagram: it does not specify that branches are cut into small pieces, and “cultivation” may suggest deliberate planting rather than plants and trees growing. The overview also says the process ends with ethanol, although the cycle continues through transport emissions. Describe only visible stages and make the recycling loop explicit in the overview for fuller coverage and precision.

Coherence and Cohesion: Band 6.5

The response is arranged in a sensible order: an introduction and overview are followed by the production stages and then the fuel’s use and carbon-dioxide cycle. Sequencing phrases such as “Overall,” “Following that,” and “After” help the reader follow the process, and the final sentence links back to plant growth. However, some connections are awkward or unclear, particularly “Following that plants are harvesting for pre-processing at this stage…” and “The cellulose of ethanol placed to production unit.” These make the progression harder to follow. Use clearer sentence boundaries and refer consistently to each material as it moves through the stages. The organisation is coherent overall, but more controlled linking and referencing would make the progression smoother.

Lexical Resource: Band 6.0

You use a relevant range of process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars,” and “microbes,” which helps convey the diagram’s stages. Terms such as “production unit” and “transportation” also show an attempt to vary expression. Some word choices and collocations are inaccurate or imprecise, though: “energy sources” does not fit sunlight and carbon dioxide equally well, “branches are converted into a small pieces” is unclear, and “The cellulose of ethanol” does not express the relationship between cellulose and ethanol. Spelling slips such as “furthur” and “thet” also reduce accuracy. Build precision by using the diagram’s labels and natural process collocations, for example, “cellulose is processed into sugars.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a sequence with “After” and a relative clause in “carbon dioxide that used in growth of plants.” However, control is limited, and errors occur frequently enough to make several sentences difficult to read. Examples include “plants are harvesting” instead of a passive form such as “plants are harvested,” “the process including” instead of “the process includes,” and “biofuel are used” instead of “biofuel is used.” Articles, plurals, and sentence boundaries also need attention, as in “into a small pieces” and the long sentence beginning “Following that plants…”. Practise accurate passive constructions for process descriptions and divide long sequences into complete, clearly punctuated sentences.

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