Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-09-20

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)

In the diagram we can see that how natural gas are produce and returned to nature. So in the first stage sunlight and carbon dioxide give energy to our atomosphere. From the atomosphare tree sock the energy which are mainly needed for there growth, which are sunlight and carbon dioxide. then tree grows. Then individuals harvest them and put them in the pre processing where they turned into cellulose ingirdiance then it gose for the processing. After that it turns into sugars. Then sugers are mixed with microbes then finaly it turns into much waited ethanol which is used in verious vehicale like Cars, Trucks and Airoplanes. When the ethanol are burn it via the mentioned vehicales it realese carbon dioxide in the atomosphere which mixed with the nature again and re-produce energy by mixing with sunlight. In this picture we can clearly see the life cycle of carbon dioxide, which is performing mejor role in cultivating trees and plants.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to summarise the provided diagram illustrating the process of biofuel production and the carbon dioxide cycle. However, the student misinterprets the fundamental subject of the process, stating at the beginning that 'natural gas are produce' rather than ethanol. While the student traces most of the sequence from sunlight and plant growth through harvesting, pre-processing, cellulose, processing, sugars, microbes, and finally ethanol and transport emissions, the explanation contains inaccuracies and lacks a clear overview of the cyclic nature of the process until the very end. The main features are touched upon, but development is limited and marred by the fundamental misidentification of the substance.

Coherence and Cohesion — Band 4.0

The response is written as a single, dense block of text without paragraph breaks, which negatively impacts visual organisation and readability. Progression is difficult to follow because cohesive devices are either absent or mechanical and repetitive, relying excessively on words like 'Then' and 'After that' to link sequential steps. Referencing is also occasionally unclear, such as in the sentence 'when the ethanol are burn it via the mentioned vehicales'. While a basic linear progression of the diagram is attempted, the lack of paragraphing and poor management of cohesion restrict the score to this band.

Lexical Resource — Band 4.0

The vocabulary used is basic and repetitive, with frequent spelling and word-choice errors that strain understanding. Examples include 'atomosphare' instead of atmosphere, 'sock' instead of soak, 'ingirdiance' instead of ingredients, 'sugers' instead of sugars, and 'verious vehicale' instead of various vehicles. Less common lexical items are attempted, such as 'cultivating' and 'lifecycle', but they are often used inaccurately or combined with poor collocations. The range is minimally adequate for communicating basic ideas, but spelling and morphological errors are persistent throughout.

Grammatical Range and Accuracy — Band 4.0

Grammatical control is weak, with frequent and intrusive errors that frequently impede communication. There are noticeable subject-verb agreement errors, such as 'natural gas are produce' and 'tree sock the energy'. Tense usage and voice are also problematic, as seen in 'when the ethanol are burn it'. Simple sentence structures dominate, and attempts at complex or relative clauses often result in faulty syntax and run-on sentences, such as '...energy which are mainly needed for there growth, which are sunlight and carbon dioxide. then tree grows.' Punctuation is also neglected, leading to a lack of sentence boundaries.

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