Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 19 · 2026-11-02

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 illustration depicts the the several stages of making ethanol which is used by different vehicles as a fuel.

Overall, this process include various steps. This is a circular process, which start with growing plants and ends with carbon dioxide released by the different vehicles.

At first, this whole circle start with grown plants , which were then harvested and transferred further for "pre- processing" stage. During this stage plants broken down into the small pieces and converted into product called cellulose, which then moved further for "processing" stage.

After this, cellulose converted into sugars. Next, microbes added into the sugar which helps to produce ethanol. This ethanol then used as fuel by different modes of transportation such as cars, trucks, and airplanes. Burning of fuel by these vehicles release carbon dioxide into the air. This circle start again as plants absorbed this carbon dioxide and sunlight for their growth.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover the main stages and give a clear overview of the cycle, noting that plants grow, are processed into ethanol, and that vehicle emissions return carbon dioxide to support further growth. The sequence from harvesting through cellulose, sugars, microbes and ethanol is also reported accurately. This gives the account a clear focus on the diagram’s key features. Some details are less fully explained: for example, the opening energy input of sunlight and carbon dioxide is not clearly distinguished from the later return of carbon dioxide, and the pre-processing and processing stages are described without explaining their roles beyond the resulting materials. To strengthen the report further, make these inputs and transformations more precise while retaining the concise overview.

Coherence and Cohesion: Band 6.5

The response is organised in a sensible sequence, moving from an overview to the production stages and then to the transport and carbon-dioxide loop. Connectors such as “At first,” “After this,” and “Next” help the reader follow the process, and the final sentence effectively returns to the cycle’s starting point. The paragraphing is also appropriate for a short process description. However, some linking is repetitive and occasionally awkward: “This circle start again” repeats the cycle idea, while “which then moved further” leaves the reference and transition less clear. The opening and overview could be joined more smoothly. More varied, precise transitions and clearer references to each material or stage would make the progression feel more controlled.

Lexical Resource: Band 6.0

You use a suitable range of process vocabulary, including “harvested,” “cellulose,” “microbes,” “fuel,” and “absorbed,” and the reader can understand the stages being described. Terms such as “modes of transportation” also fit the formal task. However, several choices are imprecise or awkwardly collocated, including “the several stages,” “transferred further,” and “converted into product called cellulose.” Repetition of “stage,” “process,” and “circle” also limits flexibility. Aim for more exact process language and natural combinations, such as describing plants as being broken down or cellulose as being converted into sugars. These refinements would make the account more fluent and precise without requiring unnecessarily complex vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including a relative clause in “which then moved further” and a time sequence using “After this” and “Next.” The overall meaning remains understandable, but errors in verb forms, agreement, articles and sentence construction occur across the response. Examples include “this process include,” “which start,” “plants broken down,” “microbes added,” and “vehicles release,” where the verb forms or auxiliary verbs need correction. There are also article and punctuation problems, such as “converted into product” and the extra spaces around punctuation. Practise accurate passive forms for process descriptions—for example, “plants are broken down” and “microbes are added”—and check subject–verb agreement and articles. More reliable control of these patterns would improve clarity.

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