Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-10-02
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 DIAGRAM SHOWS THE PRODUCTION OF ETHANOL . IN DIFFERENT STAGES .
STARTING FROM CULTIVATING SUGARCANE WHICH REQURIES ENERGY IN THE FORM OF SUNLIGHT AND CARBONDIOXIDE AS MAIN SOURCES AFTER ENOUGH MATURE. SUGARCANE READY FOR HARVESTING PROCESS TAKE PLACE BY THE HELP MACHINERY IT WILL SEPERTATE THE WASTAGE AND PRE-PROCESS THE PRODUCT IN TO CELLULOSE MORE OVER THEN IT WILL SEND TO INDUSTRIES FOR PROCESSING CHEMICAL SUBSTANCE INTO SUGAR .HENCE AS RESULT MICROBES NEED TO ADD TO CREATE ETHONOL .HOW EVER ETHNOL TRANSPORT REQURIED TO ALL PARTS WORLD WITH HELP OF AUTOMOBLIES AND FLIGHTS HENCE THIS VEHCILES RELEASE CARBONDIOXIDE THIS CO2 WILL ABSORB BY PLANTS AND HELPS TO TREES GR
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.5
The response fails to meet the minimum length requirement of 150 words, containing only 110 words. Consequently, the description of the biofuel production cycle is only minimal. While the student attempts to outline the stages of making ethanol from plants, the overview of the process is fragmented and misses key details shown in the diagram. Ideas are underdeveloped, and the text stops abruptly without providing a complete summary of the cyclical nature of the carbon dioxide release and absorption. To reach a higher band, the writer must expand the response past the word count minimum and cover all main stages of the diagram more fully and accurately.
Coherence and Cohesion: Band 4.5
The text lacks clear overall progression and proper paragraphing, as it is presented as a single dense block of text. Cohesive devices are either missing or misused, with frequent abrupt transitions like 'MORE OVER THEN' and 'HENCE AS RESULT' that create a mechanical and disjointed flow. Referencing is unclear in places, making it difficult for the reader to follow the sequence of the diagram smoothly. To improve, the writer needs to organise the response into logical paragraphs and use a wider range of appropriate transition signals to connect the stages of the process naturally.
Lexical Resource: Band 5.0
The vocabulary used is limited and repetitive, demonstrating basic control over word choice. There are several noticeable spelling and word formation errors, such as 'REQURIES', 'SEPERTATE', 'ETHONOL', 'ETHNOL', and 'AUTOMOBLIES', along with non-standard phrasing like 'MICROBES NEED TO ADD'. These errors and limited lexical choices cause some difficulty for the reader and restrict the response to a lower band. To achieve a higher score, the student should incorporate a wider variety of precise, less common vocabulary related to industrial processes and ensure accurate spelling and word forms.
Grammatical Range and Accuracy: Band 4.5
The writing displays a very limited range of grammatical structures, relying heavily on faulty attempts at complex sentences. There are frequent errors in verb forms, tense consistency, articles, and sentence boundaries, such as run-on sentences and missing punctuation throughout the text (e.g., 'WHICH REQURIES ENERGY... AFTER ENOUGH MATURE. SUGARCANE READY FOR HARVESTING PROCESS TAKE PLACE'). These frequent errors hinder readability and obscure the meaning of several sentences. To progress, the writer must focus on basic sentence construction, punctuation control, and accurate verb agreement.
See this exact question answered at other band scores. The same prompt compared across bands.
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