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 underneath exhibit how a biofuel called ethanol is produced.

In the summary, The biofuel production for make the ethanol.so, energy and sunlight are through the plants and tree grow and forward the harvesting . And the processing in machine for make cellulose in processing for made sugar. So, The microbes added and produce ethanol . And the ethanol is through the other transport and make the carbondioxide .

In the explanation, The biofuel make the plants and trees growing in the environment . but many farmers are cutting the harvesting produce in pre-processing machine and make the small beach is convereted into cellulose. so, processing the liquid in processing machine is make the sugar but they converted the microbules added for produce the ethanol for make the other transport like cars, airplane, truck etc So, They produce the carbon dioxidefor making the new ethanol .but many transport produce carbon dioxide. And the carbon dioxide is mixing in air and the energy for sunlight+carbondioxide is making for new ethanol using for process. So, The ethanol is very useful for transport.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to address the task by outlining the main stages of how ethanol is produced from plants, moving from energy and sunlight through harvesting, pre-processing, and processing into sugars and ethanol. However, the coverage remains partial and somewhat confused. For instance, the student states that 'many farmers are cutting the harvesting produce', which misinterprets the sequential steps shown in the diagram. Furthermore, the explanation lacks a clear overall overview of the cyclic nature of the process involving carbon dioxide, resulting in limited and under-developed ideas. To improve, the writer should ensure all key stages of the process are accurately reported and linked together in a logical sequence.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response into sections labelled 'summary' and 'explanation', but the text suffers from a lack of clear overall progression. Paragraphing is unusual and fragmented, with abrupt transitions between sentences. Cohesive devices are often inadequate or inaccurate, such as starting multiple sentences with 'And', 'So,', or 'but'. Referencing is also confusing at times, making it difficult to follow the flow of the biofuel production cycle. To reach a higher level, the writer needs to use logical sequencing and a wider range of appropriate cohesive devices to connect ideas smoothly without mechanical repetition.

Lexical Resource: Band 4.5

The vocabulary used is limited and repetitive, with basic terms such as 'make', 'produce', and 'machine' recurring frequently. There are noticeable lexical errors and inaccurate word forms, such as 'microbules' instead of 'microbes' and 'carbondioxide'. These word choice errors and awkward collocations cause some difficulty for the reader and impede clear communication. To improve, the student should expand their vocabulary range by learning precise technical terms related to processes and diagrams, paying close attention to correct word forms and spelling.

Grammatical Range and Accuracy: Band 4.5

The response shows a very limited range of grammatical structures, relying heavily on simple or poorly formed sentences. Attempts at complex structures are frequently faulty, leading to numerous grammatical errors, such as incorrect verb forms ('exhibit' instead of 'exhibits', 'for make') and missing or misused articles and prepositions. These frequent errors disrupt the flow of reading and can cause difficulty for the reader. To progress, the writer must work on basic sentence construction, subject-verb agreement, and accurate use of verb tenses when describing a continuous process.

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