Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 16 · 2026-10-22

IELTS Writing Task 1 question

The diagram below shows the process for recycling plastic bottles.

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

How plastic bottles are recycled

Student answer (Band 4.0)

The diagram illustrates the process for recycling plastic bottles.

the information selecting my opinion the main features will goverment sefty.

crushin

overall, the process for recyling center sorting and comressing into blocks then crushing and sefty all village and city in dastbin.

The advantages producing and products peploe there many problems palstic bottles, and sometimes garden,road,not cleain why very issu producing in dastbin.then sorting products

garbage tempo should come in disscus panchayt .and sepret

tempo dry waste ,wet waste separate beacuse dry waste massin

in crushing and washing then producting plastic pellets.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the topic and mention several genuine stages, including sorting, compressing, crushing, washing and producing pellets. However, the response does not give a clear, accurate account of the full process: collection by truck, production of raw material, and the manufacture of new products are omitted or unclear. The overview is also inaccurate when it refers to “sefty” and waste in villages and cities, which are not features shown in the diagram. Much of the response shifts to advice about bins, waste separation and local government rather than summarising the visual. The response is also below the required 150 words. To improve, describe the stages in order and give an overview that explains how bottles are collected, processed and turned into new products in a cycle.

Coherence and Cohesion: Band 3.0

There is a basic attempt to organise the response: you begin with an introduction, include an “overall” statement, and later mention some processing stages. However, the ideas do not progress clearly through the diagram. The discussion moves from recycling stages to safety, litter, local government and waste separation, so the reader cannot follow a consistent description of the process. Linking words such as “then” and “and” are used, but they do not establish clear relationships between all the points. Several fragments, including “crushin” and “then sorting products,” interrupt the flow. Group the stages into a clear sequence—from disposal and collection through processing to new products—and use separate paragraphs for the overview and details.

Lexical Resource: Band 4.5

You use some relevant process vocabulary, such as “sorting,” “compressing,” “crushing,” “washing” and “plastic pellets,” which shows an attempt to describe the diagram. However, the range is limited, and frequent spelling errors make several phrases difficult to understand, including “recyling,” “comressing,” “peploe” and “palstic.” Some expressions are unclear or unsuitable for describing the visual, such as “sefty all village and city in dastbin” and “garbage tempo.” Aim for accurate, task-specific terms and check spelling carefully. Useful vocabulary includes “collection truck,” “recycling centre,” “raw material” and “finished products.” Using these terms would help you report the stages precisely rather than relying on unclear or unrelated wording.

Grammatical Range and Accuracy: Band 4.0

The response contains a few basic sentence attempts, including “The diagram illustrates the process for recycling plastic bottles,” and the phrase “in crushing and washing then producting plastic pellets” suggests an effort to connect stages. However, most of the writing consists of fragments or incomplete sentences, so grammatical relationships between ideas are often missing. For example, “the information selecting my opinion the main features will goverment sefty” has no clear sentence structure, while “The advantages producing and products” lacks a complete clause. Capitalisation and punctuation are also inconsistent, as seen in the lowercase opening after the first sentence and the comma-separated list “garden,road,not cleain.” Practise writing complete subject–verb sentences and use simple sequencing structures such as “After the bottles are sorted, they are compressed.”

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