Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-01

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 illustrates how bamboo fabric is produced from bamboo.

Overall, it is clear that the production of bamboo fabric includes eight stages, beginning with planting bamboo and ending with production of fabric items such as clothing.

To begin with, the first step is to plant the bamboo plants in the spring season and after planting the bamboo plants the farmer now harvests the bamboo plants in the autumn season. Once the bamboo plants are harvested then they are cut into strips using a machine. After this the strips are crushed to make liquid pulp and then it is filter so that long fibres can be separated from liquid by filtering it.

At this point, water and amine oxide are added to soften the fibres so that they can be turned easily into yarn by spinning. This yarn is then woven to produce fabric. Finally, this fabric is used to produce finished clothing items, such as t-shirts and socks.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully addresses all parts of the task by selecting and reporting the main features of the bamboo fabric manufacturing process. An adequate overview is provided in the second paragraph, outlining the total number of stages and the general progression from raw plant material to finished items. However, some parts of the process are handled more fully than others, and certain details are slightly underdeveloped or repetitive, such as the repeated phrasing when describing the planting stage ('to plant the bamboo plants in the spring season and after planting the bamboo plants'). While key milestones like harvesting, crushing, spinning, and weaving are accurately mentioned, extending the descriptions of intermediate chemical applications or filtering mechanisms slightly would have enhanced the depth of the response.

Coherence and Cohesion: Band 6.5

The text presents a coherent overall arrangement with a clear logical progression from the beginning of the manufacturing process to the final products. Information is grouped reasonably well into introduction, overview, and body paragraphs. Cohesive devices such as 'To begin with', 'Once', 'After this', and 'Finally' are used to guide the reader through the sequence of steps, though some transitions feel a bit mechanical or repetitive. Pronoun referencing is generally clear, and paragraphing is used appropriately to separate the main phases of the diagram, showing elements of both the current and the next higher band level in terms of structural organization.

Lexical Resource: Band 6.0

The student demonstrates an adequate range of vocabulary for the task, successfully incorporating process-specific terms such as 'liquid pulp', 'amine oxide', 'fibres', 'spin', and 'weave'. There are, however, some awkward word choices and slight inaccuracies in collocation or word form, such as 'it is filter' instead of 'filtered', alongside repetitive use of basic nouns and verbs like 'plants' and 'produce'. Spelling is generally accurate, and the lexical errors present do not impede communication, allowing the response to comfortably meet the criteria for this band while pointing toward a broader, more precise range of vocabulary for higher achievement.

Grammatical Range and Accuracy: Band 5.5

The response utilizes a mix of simple and complex sentence forms, demonstrating attempts at subordinate clauses with connectors like 'so that' and 'once'. There are several grammatical errors in verb forms and agreement, such as 'it is filter' instead of the correct passive form 'it is filtered', and slight wordiness resulting from repetitive noun phrases. Punctuation is generally acceptable, and while errors persist, they rarely impede communication. To reach the next band, the student needs to demonstrate a greater variety of error-free complex structures and tighter control over passive voice constructions and verb tenses.

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

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