Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-09-08

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 show that how the biofuel is produced . In the world the work can be recycling. In the diagram there are the mini field Energy ,Sunlight +Carbon dioxide can be mixed and make the plants and tress . The farmer can be plough the land and grow up the crops and the beaches can be pre processing cellulose and be made the chemical and this processing can be convert to the sugars and born the microbes added . the carbon dioxide can be help to start the engine and the many, Aeroplane, Truks and car can be travels with the help of carbon dioxide . This process can be work again and again . The diagram can be shoe us the working of the world can be the work in this way . The carbon dioxide work today the whole system the animals and the humans can not be alive without oxygen because oxygen can be produce by plants and trees and the tree can not be alive with out the carbon dioxide .

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to accurately describe the process shown in the diagram. While it attempts to mention stages like 'ploughing' and 'cellulose', the description is highly inaccurate, confusing the biological process of ethanol production with general environmental concepts. The instructions require a summary of the main features of the diagram, but the student provides a disjointed narrative that misinterprets the technical steps (e.g., claiming carbon dioxide helps start an engine directly). The response lacks a clear overview and fails to report the stages in a logical, factual sequence, resulting in a failure to address the core requirements of the task.

Coherence and Cohesion — Band 4.0

The response lacks logical organization. It is written as a single paragraph with no clear progression of ideas. Cohesive devices are either missing or used incorrectly, such as the repetitive use of 'can be' to link unrelated clauses. The transition between sentences is abrupt, and the lack of paragraphing makes the text difficult to follow. The ideas do not flow logically from one stage of the process to the next, and the referencing is often unclear, making the overall structure disjointed and confusing for the reader.

Lexical Resource — Band 4.0

The vocabulary is very limited and often inappropriate for an academic report. There is a heavy reliance on basic, repetitive words and frequent misuse of technical terminology. For example, 'mini field' and 'born the microbes' are incorrect collocations that obscure the meaning. The student struggles to use precise vocabulary to describe the industrial or biological process, often resorting to vague descriptions like 'the work of the world'. The range of vocabulary is insufficient to convey the information accurately, and errors in word choice are frequent throughout the text.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that impede communication. There is a persistent misuse of passive voice constructions, such as 'The diagram show that how' and 'the farmer can be plough'. Subject-verb agreement is consistently problematic, and sentence structures are repetitive and simplistic. Punctuation is also inconsistent, with unnecessary spaces before punctuation marks. The lack of control over basic sentence construction and the misuse of modal verbs like 'can' throughout the text significantly hinder the clarity of the writing.

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