Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-25

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 flow chart explains the procedure how a biofuel is produced called ethanol.

Overall, eight distinct stage are demonstrated in the diagram begining with plants and trees grow till the vehicles creating carbon dioxide and its goes back to air and assisting trees and plants to grow.

To begin with the growing of plants and trees stage, after this these are harvesting through a vehicle called tractor and then these are moved to the pre-processing stage with a machine, this machine change it into small particles called cellulose, then they are further processed through the tubes and more laboratory equipments.

Following this, after further processing these are changed into large amount of sugars. Additionally, microbes are added to it which then create ethanol and then it is used by motorcars, trailers and airplanes which create carbon dioxide and that goes back into air and helping plants and trees grow which restart the cycle again.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as a cycle and cover its main stages, from plant growth and harvesting through processing, sugar production, the addition of microbes, and ethanol use in transport. The closing point that carbon dioxide returns to support plant growth captures the diagram’s central feature. This gives the account a clear overview, although some details are less fully or accurately reported: the diagram shows three transport modes (a car, truck and aeroplane), while “trailers” is not the label shown, and the early energy input of sunlight and carbon dioxide is omitted. The description of pre-processing and processing also adds unsupported machinery and laboratory equipment. To strengthen the response, report the labelled stages precisely and distinguish the two processing steps more clearly; the main features are present, but not all are equally well developed or grounded in the diagram.

Coherence and Cohesion: Band 6.5

The response has a recognisable progression through the production cycle, and the paragraphing separates the overview from the detailed sequence. Connectors such as “To begin with” and “Following this” help signal movement through the stages. However, cohesion is sometimes mechanical, with repeated “then” and “after this,” and several long sentences join multiple stages without clear boundaries. In the final sentence, “which then create carbon dioxide and that goes back” makes the reference and sequence less clear. The overview also says the cycle begins with plant growth, whereas the diagram first shows sunlight and carbon dioxide as inputs. Use a wider range of linking structures and make each stage’s relationship to the next explicit; this would make the progression more consistently smooth.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “sugars,” and “microbes,” so the reader can follow the general subject. However, the range is limited and some choices are imprecise or unnatural for describing a diagram. “The procedure how” is an awkward phrase, “large amount of sugars” is not a natural collocation, and “motorcars” and “trailers” do not accurately name the transport shown. “Laboratory equipments” is also an unsuitable word choice and form. These issues do not prevent understanding, but they reduce precision and sometimes make the description sound less natural. Aim to use the diagram’s exact labels and practise common process collocations such as “is converted into” and “is used as fuel.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including sequencing clauses and the overview’s cycle description. However, control is uneven, and errors in sentence structure, agreement and verb forms occur often enough to make some sentences difficult to read. For example, “The flow chart explains the procedure how…” lacks a grammatical link, while “eight distinct stage are demonstrated” has a number-agreement error. In “this machine change it,” the verb does not agree with its subject, and “which then create… and that goes back” shifts between plural and singular references. Several sentences are joined with commas where a full stop or clearer clause structure would help. Practise accurate subject–verb agreement and build shorter, controlled sentences before adding subordinate clauses.

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