Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-08-31
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 illustrate the layout, of Biofuel also know as Ethanol is produced in there Industry,
Overall it can be seen that, the biofuel is set to undergo and makes a Eight stage of period are making Ethanol in different companies. Initiate, with Plants and trees and ended with variety of divided into many digital uses on it,
To begin with, to production of ethanol the first stage to grow a many trees. However, all tree were been giving a sun light and carbon dioxide. Despite, all the plants were been cutting with Harvesting. now the third process to put on the machine all the cut of the piece so it will be make into a small perticals. in addition we can make a cellulose due to pre- processing. Therefore, all these transformation was been done on the scientic clinic.
on the other hand, nevertheless, when all task was been processing to make an sugar. nowadays, individuals can seen many insects in microscope. as result finally we make a ethanol. notwithstanding, ethanol are using in disparity likewise cars,bus,airoplain on account of carbon dioxide and these chain will be remain constant.
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 ethanol production process, but it fails to clearly identify the main stages or provide a logical summary. The description of the process is confusing and inaccurate; for example, the mention of 'insects in microscope' is not supported by the diagram. While the response mentions the beginning (plants) and end (uses), the middle stages are poorly explained and lack the necessary detail to convey the technical process effectively. The information is presented in a fragmented way, making it difficult for the reader to follow the sequence of production. To improve, focus on clearly outlining the key steps shown in the diagram, such as harvesting, pre-processing, and fermentation, rather than using vague or irrelevant descriptions.
Coherence and Cohesion — Band 4.0
The essay lacks a logical flow. While there are attempts to use cohesive devices like 'To begin with,' 'However,' and 'Therefore,' they are often used incorrectly or inappropriately, which hinders the progression of ideas. Paragraphing is present but does not effectively separate the stages of the process. The relationship between sentences is frequently unclear, and the overall structure is disjointed. To improve, ensure that each paragraph has a clear focus and that transition words are used to connect ideas logically rather than just placing them at the start of sentences. The lack of clear referencing makes it difficult to track the stages of the process.
Lexical Resource — Band 4.0
The vocabulary is limited and often inaccurate. There are frequent errors in word choice, such as 'scientic clinic' instead of 'scientific facility' or 'laboratory,' and 'digital uses' which does not fit the context of fuel applications. The student struggles to use technical terms correctly, often relying on basic or misused words. Some phrases are unintelligible, such as 'Eight stage of period.' To improve, focus on learning topic-specific vocabulary related to industrial processes and ensure that words are used in their correct collocations. Expanding your range of vocabulary will help you describe the diagram with more precision and clarity.
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 diagram illustrate'), tense usage (e.g., 'all tree were been giving'), and sentence structure. Many sentences are fragmented or run-on, and the misuse of articles and prepositions is pervasive. The attempt to use complex structures often results in errors that distort the intended meaning. To improve, focus on mastering basic sentence construction, specifically subject-verb agreement and consistent tense usage. Proofreading for common errors like 'were been' (which is grammatically incorrect) will significantly improve the readability of your writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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