Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-10-27

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 given picture is a diagram which gives the information how the biofuel ethanol is being produced by the help of many things.

Overall, the diagram shows how the plants and trees are being transported from the jungle to the processing unit where they are tranform into the biofuel called ethanol. And than how they in use to operate vehicles, and they ommit carbon dioxide which is again help plants to grow up. In this way the whole cycle is occured.

Firstly, Energy which is made by the composition of sunlight and carbon dioxide is consumed by plants to grow, and than it is harvested by human being for pre-processing of it to make cellulose and again these cellulose is processed. And break into sugars.

Secondly, when the plants transformed into sugars than the next and very crucial step is taken in which sugar is break into microbes added which is also know as ethanol. When the ethanol is extracted it will send to the fuel station from where vehicles like aeroplanes, havey truck, cars will use it for its operation. And they emmit carbon dioxide which merge with sunlight and used by plants. And than it again go as it is in complete cycle.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main stages and recognises the diagram’s circular nature: plant growth, harvesting, processing into fuel, transport use and carbon dioxide returning to support growth. This gives a relevant overview and includes several key details. However, some stages are misrepresented or unclear. The text says the plants are transported “from the jungle,” which is not shown, and suggests sugar is “break into microbes added” and that microbes are “also know as ethanol”; in the diagram, microbes are added to the sugars before ethanol is produced. The fuel-station detail is also invented. The main cycle is identified, but greater precision in describing the conversion stages and avoiding unsupported details would make the account more complete and accurate.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, with an introduction, an overview and two paragraphs describing the process. Sequencing expressions such as “Firstly” and “Secondly” help the reader follow the stages, and the final reference to the cycle links back to the overview. However, the progression is sometimes mechanical, and several links between stages are unclear. For example, “sugar is break into microbes added” makes the relationship between sugars, microbes and ethanol difficult to follow. Repeated use of “And than” also weakens cohesion, while “it” and “they” do not always have clear referents. Use more precise transitions and refer explicitly to each material or stage to improve clarity.

Lexical Resource: Band 5.5

The response uses some relevant process vocabulary, including “pre-processing,” “cellulose,” “sugars,” “ethanol” and “carbon dioxide,” which helps convey the subject. It also attempts terms such as “extracted” and “crucial step.” However, word choice and collocation are often inaccurate or repetitive, sometimes obscuring the process: “plants and trees are being transported from the jungle,” “sugar is break into microbes added,” and “they ommit carbon dioxide” do not express the intended meanings naturally. Spelling errors such as “tranform,” “ommit,” “emmit” and “havey” are noticeable. Build accuracy with standard process verbs and collocations, such as “are harvested,” “is converted into,” and “is released.”

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentences, including clauses linked with “which,” “when” and “where.” However, control is inconsistent, and errors in verb forms, agreement, articles and sentence construction frequently make relationships between stages unclear. Examples include “plants and trees are being transported,” “they in use to operate vehicles,” “sugar is break,” and “it again go.” The sentence beginning “Overall” also shifts between plural plants and singular “it,” making the reference confusing. Practise accurate passive forms for processes—for example, “the sugars are processed” and “microbes are added”—and check subject–verb agreement and tense consistency. Shorter, well-controlled sentences would help communicate the sequence more reliably.

See this exact question answered at other band scores. The same prompt compared across bands.

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