Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-09-26
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 Given Diagram Illustrates process of biofuel production and how ethonal is made from diffrent things.
As can be seen from the diagram, plants and trees were grown with the help of carbondioxide and sunlight were energy resources. After completly grown plants and trees are harsvested and sent Plants and trees for pre-processing. pre-processing remove cellulose. After that cellulose processing in lab.
secondly, processing cellulose convert into chemical sugars structure. Now in that sugars strcture mixed with microbes added and that mixture make a enthanol gas. Enthonal gas use in vehichel such a, airoplane, car, trucks and that vehichel produce a carbondioxide, which mixed with atmosphere.
It showns from the diagram, that carbon dioxide, which produce from the vehichel that help trees and plants and give a energy to grow.
In conclustion, it can be clear carbon dioxide play a major role to make a ethanol gas. Also it is a process that ethonal produce a carbondioxide that can be use trees and plants tto grow.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.5
The response attempts to describe the process of biofuel production from the diagram. However, it fails to present a clear overview of the overall cyclical process and contains several misinterpretations or inaccuracies regarding the stages, such as stating that 'pre-processing remove cellulose' and 'cellulose processing in lab', or that microbes make 'an enthanol gas'. While the general progression from plants to ethanol and back to carbon dioxide is touched upon, the information is somewhat disjointed and lacks precise reporting of the main features shown in the source diagram, placing this response at Band 4.5.
Coherence and Cohesion: Band 5.0
The text is organized into short paragraphs, attempting a chronological description with transitional markers like 'As can be seen', 'Secondly', and 'In conclusion'. However, the logical progression is frequently disrupted by awkward phrasing, confusing referencing, and lack of smooth cohesion. Paragraphing is attempted, but sentences often feel isolated and disjointed rather than forming a cohesive flow of ideas, reflecting the characteristics of Band 5.0.
Lexical Resource: Band 4.5
The lexical range is limited and basic, with frequent spelling errors throughout the text (e.g., 'ethonal', 'diffrent', 'carbondioxide', 'harsvested', 'vehichel', 'airoplane', 'conclustion'). The student attempts some topic-specific vocabulary such as 'biofuel', 'cellulose', 'microbes', and 'atmosphere', but word choices and collocations are often inaccurate or strained, causing some difficulty for the reader and fitting the Band 4.5 level.
Grammatical Range and Accuracy: Band 4.0
The response demonstrates a very limited range of sentence structures, relying heavily on simple sentences and faulty attempts at complex constructions (e.g., 'plants and trees were grown with the help of carbondioxide and sunlight were energy resources'). Grammatical errors are frequent throughout the text—including issues with verb tense consistency, passive voice formation, and missing articles—which frequently distort meaning and impede smooth reading, corresponding to a Band 4.0 score.
See this exact question answered at other band scores. The same prompt compared across bands.
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