Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-08-03
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 4.0)
The diagram illustrates several stages of how a biofuel called ethanol is produced.
Overall, the diagram shows 12 different types of process, Biofuel production how ethanal is made.
In general what stands out from the data is that , Fastly the process start the tree energy is take to the sunlight and carbon dioxide than Plants and trees are grow. On the other hand the farmer are harvesting the plants and trees .The third step is the plants and trees go for the factory and the crop pas to three steps such as Pre-processing, Cellulose and Processing and the crop getting Sugars and is translate to Microbes added. However the Ethanol shipping to car, plan and other thing. Peoples are buy the sugars and they have it when it is discarded, it becomes organic fertilizer. it back to tree and become is make carbon Dioxide ,overall the process is a round and repeat process.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to describe the process, but it fails to clearly identify the main features or provide a logical summary. The description of the stages is fragmented and often inaccurate, such as the claim that 'peoples are buy the sugars'. The overview provided is repetitive and lacks a clear synthesis of the information presented in the diagram. While the response mentions several stages, the lack of clarity and the inclusion of irrelevant or incorrect information (e.g., 'Ethanol shipping to car, plan') means the task is only partially addressed. To improve, focus on describing the sequence of events objectively and accurately without adding external, non-factual information.
Coherence and Cohesion — Band 4.0
The response lacks a clear logical progression. While there is an attempt to use transition words like 'In general', 'On the other hand', and 'However', these are used incorrectly or mechanically, which disrupts the flow of information. Paragraphing is absent, making the text appear as a single, disjointed block. The referencing is also unclear; for example, the transition from the factory process to the shipping of ethanol is abrupt and confusing. To improve, organize the report into distinct paragraphs (e.g., an introduction, a summary of main features, and a description of the process steps) and ensure that cohesive devices are used to link ideas logically rather than just acting as sentence starters.
Lexical Resource — Band 4.0
The vocabulary is very limited and often inaccurate. There are frequent errors in word choice, such as 'Fastly' instead of 'Firstly', 'translate' instead of 'converted', and 'plan' instead of 'plane'. The student struggles to use appropriate terminology for a process description, relying on basic and sometimes incorrect phrasing. The repetition of words like 'plants and trees' and 'process' indicates a lack of lexical variety. To reach a higher band, you should learn and use specific vocabulary related to industrial processes, such as 'harvested', 'converted', 'transported', and 'by-products', and focus on using words in their correct grammatical context.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that often impede communication. There are significant issues with subject-verb agreement (e.g., 'the farmer are harvesting'), incorrect verb tenses (e.g., 'the process start'), and awkward sentence structures that make the text difficult to follow. Punctuation is also inconsistent, with unnecessary spaces before commas and missing full stops. The range of structures is very limited, consisting mostly of simple, error-prone sentences. To improve, focus on mastering basic sentence construction, specifically subject-verb agreement and the correct use of articles and prepositions, before attempting more complex structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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