Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-07-24

IELTS Writing Task 1 question

The diagram below shows how fabric is manufactured from bamboo.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

Student answer (Band 6.0)

The diagram shows the complete procedure of making clothes from bamboo plants. It has complete information step by step.

First of all. bamboo stalks are taken and then harvested them by human being with very hard work. Then the process of cutting is started. There is a small machine which is being used in cutting procedure. The end of these cutting machine were very sharp.

Furthermore, the process is on the way and strips are crushing to prepare liquid pulp. When it is completed then the process of separation is being started. This is a complete chemical procedure in which long fibers are removing from liquid.

Moreover, at number 6 the softened fiber which is now smooth in surface which is manufactured by adding water and amine oxide in it. The starting chemical process is completed at that stage. Now the spin is ready for further preparation of fabric.

Afterwards, when spin is ready the process of weave could be started also. Than its ready for making different types of clothes shoes, socks, and shirts. The shirts and socks are prepared in the picture at the end.

By completing all 9 steps of making fabric from bamboo plant now its completed and product is found.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the bamboo manufacturing process, but the reporting is somewhat mechanical and lacks a clear overview. While the student identifies the steps, the description of the process is often repetitive and lacks the analytical tone required for an Academic Task 1. For instance, phrases like 'the process is on the way' do not contribute to a clear summary of the information. The response would benefit from a more concise synthesis of the stages rather than a step-by-step narration that mimics a list. The main features are present, but the comparison and grouping of stages could be more sophisticated to reach a higher band.

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'First of all', 'Furthermore', 'Moreover', 'Afterwards'). The referencing is occasionally unclear, such as 'the process is on the way' or 'the product is found', which makes the flow feel disjointed. While there is a logical progression from the raw material to the final product, the connections between sentences could be more fluid and varied to improve the overall readability and coherence of the text.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but remains quite basic and repetitive. The student relies on simple verbs like 'making', 'started', and 'prepared'. There are some inaccuracies in word choice, such as 'the spin is ready' (referring to the stage of spinning) and 'strips are crushing' (which should be passive: 'are crushed'). The range of vocabulary is limited, and there is little attempt to use more precise, technical terminology related to manufacturing processes, which is expected in an Academic Task 1 response. Improving the variety of verbs and nouns would significantly enhance the quality of the writing.

Grammatical Range and Accuracy — Band 6.0

The student uses a mix of simple and some complex sentence structures, but there are frequent grammatical errors throughout the text. Issues include incorrect verb forms ('strips are crushing' instead of 'are crushed'), subject-verb agreement errors ('the end of these cutting machine were'), and awkward phrasing ('the process of separation is being started'). Punctuation is also inconsistent, particularly with the use of periods in the middle of sentences ('First of all. bamboo stalks'). While these errors do not completely impede communication, they are frequent enough to lower the score. More attention to passive voice construction and sentence structure is needed.

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