Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The diagram illustrates the cycle process of producing ethanol, a type of biofuel and how it is utilized and recycled back into the environment.

Overall. the production of ethanol is a continuous cycle that begans with the natural plants and trees then move to different mechanical stages. A main feature of the process is that the carbon dioxide released when vehicles burn ethanol is completely absorbed by new plants.

In detail, plants and trees grow by absorbing energy from sunlight plus carbon dioxide from the atmosphere. Once grown then the it comes into agricultural machine to start harvesting the crops, then the crops are came to other machine which broke down the crops into small particles by pre-processing. After it cellulose enters a processing factory where it is chemically converted into sugar. Then microbes are added to these sugars to make a biofuel liquid which is ethanol.

Moreover, the finished ethanol is distributed to various types of trasnportation such as cars, trucks, lawries and airplanes. When these vehicles burn the biofuel, they produces carbon dioxide into the air. It all started from the carbon dioxide through plants and now again it is recycled from the begining.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages and give a clear overview of the cycle, especially the return of carbon dioxide from vehicle use to plant growth. The sequence from harvesting through pre-processing, cellulose, processing, sugars and microbes to ethanol is also reported, so the response addresses the key features. Some details are less precise: the diagram shows ethanol being used by cars, trucks and an aeroplane, but “lawries” is not a depicted transport type, and “distributed” is not explicitly shown. The explanation that vehicles “burn” the fuel is a reasonable interpretation, though the diagram only indicates carbon dioxide emissions. To strengthen the account, describe the transport stage exactly and keep each process description closely tied to the labels and arrows.

Coherence and Cohesion: Band 6.5

The response has a clear overall progression: an introduction and overview are followed by the production stages and then the transport-and-recycling cycle. Paragraphing helps distinguish the main phases, and linking expressions such as “Once grown,” “Then” and “Moreover” guide the reader through the sequence. This gives the account a coherent overall arrangement. However, some links are mechanical or awkward, particularly the repeated use of “then,” and “It all started…” is an imprecise reference to the cycle rather than a concise concluding summary. The overview also begins “Overall.” with a full stop where a comma is needed. Use a wider range of accurate sequencing and reference devices, and make transitions between stages smoother.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “absorbing,” “harvesting,” “pre-processing,” “cellulose,” “converted” and “carbon dioxide,” which makes the stages understandable. There are also attempts at more specific wording, such as “agricultural machine” and “chemically converted,” although the former is not a natural description of the tractor shown. Some word-choice and spelling errors reduce precision: “lawries” is not the correct transport term, “trasnportation” is misspelled, and “small particles” is not stated in the diagram. “Sugar” would be more accurate as the plural “sugars,” matching the label. Aim for precise process collocations and check spelling, while avoiding added details that the diagram does not provide.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including a relative clause in “the carbon dioxide released when vehicles burn ethanol” and a sequence of subordinate clauses describing the stages. However, errors in verb forms, agreement, articles and sentence construction are noticeable. Examples include “the process … begans,” “then move,” “the crops are came,” “which broke down,” and “they produces.” The phrase “Once grown then the it comes” is also difficult to follow because its subject and pronouns are unclear. Punctuation needs attention in “Overall.” and in the long final sentence. Practise forming accurate passive constructions for process descriptions, such as “the crops are harvested” and “the cellulose is converted,” and check subject–verb agreement in each clause.

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