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 diagram shows the production of ethanol in industry and its use in auto mobile. It is bacically a cyclic process which starts from carbon and also ends to carbon.

As it is showen that, firstly plants and trees absorb carbon dioxide and grow. After that formers start harvesting which is a gathering process of mature plants. After the process of gathering it stright went for pre-processing and crushed into small pieces named as cellulose and further cellulose go through the step of processing in labs. After the processing the cellulose converted in to sugar crystals and then in order to convert it in ethanol we added microbes like yeast in it. After that process we have a pure form of ethanol.

That ethanol we can use it in cars, trucks, air planes to make them function proprely. After using the ethanol, these automobiles start working and they release carbon dioxide and that carbon dioxide then absorbed by the trees and plants that are being further used for the process of making ethanol.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main cycle: plant growth, harvesting, pre-processing, conversion through cellulose and sugars, the addition of microbes, ethanol use in transport, and carbon dioxide returning to plants. The opening also identifies the process as cyclical, which gives the reader a useful overview. Most stages are reported in the correct order, and the transport modes match the diagram. Some details, however, are added or imprecise: the diagram does not specify that processing occurs “in labs,” that the sugars are “crystals,” or that the microbes are yeast. The account also says ethanol is used in “auto mobile,” although the diagram shows cars, trucks and an aeroplane. More precise reporting of the labelled stages and a clearer overview of the cycle’s carbon-dioxide link would strengthen the response.

Coherence and Cohesion: Band 6.5

The response has a coherent overall arrangement, moving from plant growth through fuel production and then to transport use and the return of carbon dioxide. The paragraph break helps distinguish production from use, and sequencing phrases such as “After that” and “After the process” make the order understandable. However, these transitions are repeated mechanically, and some links are awkward or unclear, particularly “After the process of gathering it stright went for pre-processing” and “After that process we have a pure form of ethanol.” The opening overview could also be separated more clearly from the stage-by-stage account. Use a wider range of precise connectors, and make each sentence’s subject explicit so the progression feels smoother and the references are easier to follow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “processing,” “microbes” and “carbon dioxide,” so the reader can follow the subject. There are also attempts at more specific wording, such as “gathering process” and “pure form.” However, the range is limited and several choices are inaccurate or unnatural: “auto mobile” for vehicles, “sugar crystals” for sugars, and “make them function proprely.” Spelling errors such as “bacically,” “showen,” “formers” and “stright” are noticeable and reduce precision. Aim to use the diagram’s exact labels where possible, and check spelling and collocations. More accurate process verbs and transport terminology would make the description clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the sequence is generally understandable. Some clauses are linked to show stages, for example, “After the processing the cellulose converted in to sugar crystals,” but verb forms and sentence construction are often inaccurate. Examples include “plants and trees absorb carbon dioxide and grow,” where the process should be described consistently in the present simple, and “the cellulose converted,” which needs a passive form such as “is converted.” There are also problems with articles and sentence patterns in “That ethanol we can use it in cars” and “we added microbes.” Punctuation is limited, and several long sentences would benefit from clearer clause boundaries. Practise accurate present-simple passives and vary sentence structures while checking agreement and articles.

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