Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-11-03

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 diagram illustrate how the ethanol is produced and what are the steps that are followed from starting step to the final step.

Overall the process of making the ethanol is a renewable energy as we see the diagram it is a cycle process where final step become the part of a first step.

The process of producing the biofuel from plants and trees grows and take energy and carbon dioxide from the nature. Then they are harvested and go for the pre-processing in the factories after this we get cellulose from it. The cellulose go under in the large industrial level chemical processing from where sugars compounds are formed. In the next step microbes are added in the sugar compound. Microbes react with the sugar compounds and in the result ethanol is produced. In the end ethanol is used in cars, trucks, plans and etc. and the ethanol is burned it release carbon dioxide and it go back to the nature and help other plants and trees to grow.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages from plant growth through harvesting, processing, sugar formation and ethanol production, and you include the fuel’s use in transport and the return of carbon dioxide. The overview correctly identifies the diagram as a cycle, which is an important feature. Some details, however, are less fully or precisely reported: the diagram shows sunlight and carbon dioxide supporting plant growth, cellulose being obtained after pre-processing, and microbes being added before ethanol is produced. Your account broadly conveys these steps, but “in the factories” and “large industrial level chemical processing” add details not shown. To strengthen the response, describe the stages more directly and distinguish the carbon dioxide released by transport from its return to the plants. The coverage is relevant and generally complete, though not consistently precise or well developed.

Coherence and Cohesion: Band 6.5

The response has a clear overall sequence: an introduction, a cycle overview and a paragraph tracing production and use. The stages are mostly presented in the order shown, and transitions such as “Then,” “after this,” “In the next step” and “In the end” help the reader follow the process. This gives the account coherent overall organisation. However, the linking is somewhat mechanical, and the long final paragraph combines several distinct stages without clear breaks. References such as “it” in “it release carbon dioxide and it go back” are also not fully clear. Grouping the description into plant growth and processing, followed by fuel use and the carbon cycle, would make progression more controlled and cohesion less repetitive.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “pre-processing,” “cellulose,” “sugars,” “microbes” and “carbon dioxide,” so the reader can identify the main stages. There are also attempts at more specific phrasing, such as “chemical processing.” However, the range and control are limited by awkward or inaccurate expressions: “renewable energy” does not clearly describe the process, “sugar compound” is imprecise, and “plans” appears to be an incorrect word for “aeroplanes.” Phrases such as “from starting step to the final step” and “and etc.” are also unnatural or unnecessary. Aim for concise, accurate process language and check word forms and collocations; this will make the description more precise without requiring overly technical vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a sequence of clauses describing how sugars are processed and ethanol is produced. The overall meaning is usually recoverable, but grammatical control is uneven, and errors sometimes make the reader pause. For example, “The diagram illustrate” has subject–verb disagreement, while “plants and trees grows and take” has inconsistent agreement and verb forms. Other examples include “The cellulose go under” and “it release carbon dioxide and it go back.” Articles and sentence boundaries also need attention, particularly in the long final sentence. Practise accurate present-simple forms for process descriptions and divide long sequences into shorter sentences. More reliable control of these basic patterns would make your attempted complex sentences clearer.

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