Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-09-17
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 given diagram illustrates, the process of ethanol production and all the key features about how it's made. In this convertation we discuss the steps of ethanol production.
To begin with,Ethanol is used in all over the world likewise ethanol used as a fuel in transportations. Howevwr transportation produded carbon dioxide thus, the carbon dioxide mixed in air and water. Moreover, due to rain or consumtion of trees from sunlight the carbon dioxide mixed in the growth of trees as an energy.
In addition, the procedure start from this stage when farmers started harvesting. Afterthat remainig material preprocessed by machines, thus cellulose are sepreted from the waste then move to next stage in which cellulose are being processed in factories and sugar substances are seprated from the material next microbes were added in the material and after all the procedure the athanol is made and distributed in all over the world.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.5
The response attempts to describe the diagram showing how ethanol is produced, but it struggles significantly with task completion. While the writer mentions some stages such as harvesting, pre-processing, cellulose separation, processing, adding microbes, and final distribution, the description lacks a clear overview and is overly reliant on narrative rather than an objective academic summary. Furthermore, the inclusion of conversational filler ('In this convertation we discuss...') detracts from the academic tone required for Task 1. Important features like the cyclical nature of the carbon dioxide feedback loop are poorly explained and conflated with extraneous details. Consequently, the response falls short of fully presenting a well-developed report of the main features and comparisons.
Coherence and Cohesion — Band 4.0
The organizational structure of the response is weak. The essay is divided into only two short paragraphs, and the transitions between ideas feel forced or mechanical. For instance, sentences are clumsily linked with phrases like 'To begin with,' 'In addition,' and 'Afterthat remainig material preprocessed by machines, thus cellulose are sepreted...' There is an absence of logical progression in certain areas, and referencing is sometimes unclear, making the sequence of steps difficult to follow smoothly. Paragraphing is inadequate, as the entire body of the process is crammed into a single block of text alongside introductory remarks.
Lexical Resource — Band 4.0
The vocabulary used is very basic and contains numerous spelling and word-form errors that impede clarity. Examples of misspellings and misused terms include 'convertation' instead of conversation/essay, 'produded' instead of produced, 'consumtion' instead of consumption, 'remainig' instead of remaining, 'sepreted' instead of separated, and 'athanol' instead of ethanol. The range of vocabulary is severely limited, relying heavily on repeating basic words ('ethanol', 'carbon dioxide', 'material') without demonstrating the ability to use precise, less common lexical items appropriate for describing a scientific or industrial process.
Grammatical Range and Accuracy — Band 4.0
Grammatical control is weak throughout the text. The response contains frequent errors in sentence structure, subject-verb agreement, and punctuation. For example, comma splices and run-on sentences are common, such as 'The given diagram illustrates, the process...' and 'Afterthat remainig material preprocessed by machines, thus cellulose are sepreted...' There are also missing auxiliary verbs and incorrect prepositions ('used in all over the world', 'mixed in the growth of trees'). Complex sentence forms are attempted but are generally faulty and lack accuracy, leading to frequent difficulty for the reader.
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