Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-09-03
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 4.5)
The give diagram shows that how to make Ethanol or biofuel both are same but it has two diffrent name. overall, Ethanol are harmful for vehicle. It is harmful for nature and human being .
In diagram they show that there main thing is Energy which can help the tree to grow fast and pure. Energy are produced by sunlight and carbon dioxide that makes trees healthy and satisfaying .
After the trees are grown then farmers how grow it they can harvesting it and take it to the industries and research canter and sell it or they produce it at there home or village. After they cut it in to very small species . Then from that species they can produce a natural substance that forms the cell walls of all plants and trees and is used in making plastics, paper. etc. Then it goes for processing and from this they make sugars and they add microbes in it . After this all process Ethanol is produced. Then ethanol goes to fuel station and then the driver full their tank and from the the cars and Airoplane can make more carbon dioxide and it is harm full for people and nature so we not have to use it .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.0
The response fails to objectively describe the process shown in the diagram. Instead of summarizing the stages of ethanol production, the writer provides personal opinions about the environmental impact of biofuels, stating 'we not have to use it'. This is inappropriate for an Academic Task 1 report, which requires a neutral, factual summary. Furthermore, the description of the process is inaccurate and confusing, misinterpreting the diagram's stages (e.g., referring to plant matter as 'small species'). The response does not clearly identify the main features or the logical flow of the production cycle, resulting in a failure to address the core requirements of the task.
Coherence and Cohesion — Band 5.0
The essay lacks a logical progression of ideas. While there is an attempt at paragraphing, the internal structure of the paragraphs is disjointed. The use of cohesive devices is mechanical and often inaccurate, such as the repetitive use of 'Then' and 'After this'. Referencing is also unclear; for example, the term 'that species' is used incorrectly to refer to the harvested plants. The overall arrangement of information does not follow the visual flow of the diagram, making it difficult for the reader to follow the production process.
Lexical Resource — Band 4.5
The vocabulary is very limited and often inappropriate for an academic report. There are frequent errors in word choice, such as using 'species' to describe plant matter and 'satisfaying' instead of 'satisfying'. The writer relies on basic, repetitive language and struggles to use technical terms correctly. Some words are misused to the point of impeding meaning, such as 'Airoplane' and 'full their tank'. The range of vocabulary is insufficient to convey the information accurately or professionally.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors that often distort the intended meaning. There are consistent issues with subject-verb agreement (e.g., 'Ethanol are harmful', 'Energy are produced'), article usage, and sentence structure. Many sentences are poorly constructed, making them difficult to parse. While there is an attempt at complex sentences, they are almost always faulty, leading to a lack of clarity. Punctuation is also inconsistent, and the overall control of grammar is weak, which significantly hinders the reader's ability to understand the process described.
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