Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-09-18

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 shows us with the eight steps of the production of ethanol from biofuel. The energy and sunlight plus caebon dioxide are fallening on the trees then plants and trees are gowing then harvesting tese trees and plants then start the pre-peocessing after it we got the cellulose and again send it to the libortery where processing is start after finish this process we get the sugars then we added microbes in these sugars and finally finish this process we got ethanol then we use it it the many type of vehicles like in the truck, car as well as in the airoplane. When these vehicles are running or flying they drop the carbon dioxide in the atmosphere and and this atmosphere again mix the energy with the help of sunlight and dripping on the trees so this process is start again. The relevant points are two thats are trees and atmosphere with carbon dioxide.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The student attempts to cover the process of biofuel production as shown in the diagram, mentioning steps from sunlight and carbon dioxide to plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes, ethanol, and the subsequent release of carbon dioxide by vehicles. However, the response fails to provide a clear overview or properly structure the information as an academic report. The presentation is largely a single run-on sentence recounting details chronologically with colloquial phrasing like 'The diagram shows us with the eight steps'. Key relationships, such as the cyclic nature of carbon dioxide absorption and emission, are explained in a very simplistic and anecdotal manner rather than an objective summary.

Coherence and Cohesion — Band 4.0

Coherence is severely compromised by the lack of paragraphing and punctuation. The entire response is essentially one continuous, complex sentence linked by excessive use of coordinating conjunctions and run-on clauses (e.g., '...then plants and trees are gowing then harvesting tese trees and plants then start the pre-peocessing...'). There are no logical paragraphs separating the stages of the process or the cyclic return of carbon dioxide, which makes following the logical progression extremely difficult for the reader.

Lexical Resource — Band 4.0

The lexical range is very basic and repetitive, heavily relying on simple functional terms ('start', 'get', 'process', 'things'). There are numerous spelling errors ('caebon', 'gowing', 'tese', 'peocessing', 'libortery', 'airoplane', 'thats') and awkward word choices ('drop the carbon dioxide', 'dripping on the trees'). The vocabulary is inadequate for an academic task, showing limited ability to paraphrase the diagram's labels or employ precise technical terminology.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited. The response lacks proper sentence boundaries, consisting almost entirely of a long chain of clauses connected by 'then' and 'and'. There is a complete absence of complex sentence structures used accurately, and numerous grammatical errors are present throughout, including subject-verb agreement issues ('energy and sunlight plus caebon dioxide are fallening'), missing articles, and incorrect prepositions ('in the truck', 'in the airoplane'). These errors frequently impede readability and basic comprehension.

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