Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-10-03
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)
in the diagram we can see how the biofuel is called ethanol firstly is energy and cardon dioxide is taken fron the the sunlight they help out to grow the plants then the farmers harvest plants then it gose to pre-process for factories to prepare after processing the cellulose item is seprate from it then the cellulose item go to process to fatories to make items like suger, rise, wheet, and more types of items then they all more ingredints to the sugar and finally the ethanol is here then it can be use in cars, planes, trucks, moterbikes, and then the polution of the vehicels creat cradon dioxide again and the plants can use it again to basically this is circle of world
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.5
The response fails to meet the minimum word count requirement of 150 words, containing only 124 words, which negatively impacts task completion. Regarding content, the student attempts to describe the process of ethanol production, but the overview is rudimentary and lacks clarity. While some main stages of the diagram are mentioned, such as energy from sunlight, harvesting, pre-processing, and processing into sugars and ethanol, the description includes several inaccuracies and inventions not present in the source diagram, such as mentioning 'rise, wheet' and 'moterbikes'. The progression of the cycle is described in a very basic and fragmented manner, keeping the response at a minimal level of task fulfilment.
Coherence and Cohesion: Band 4.5
The response suffers from a lack of clear overall organisation and paragraphing, as it is written as a single, continuous run-on sentence without proper punctuation or structural breaks. Cohesive devices are minimal and repetitive, relying heavily on basic linkers like 'then' to string clauses together. There is no effective use of referencing or transitional phrases to guide the reader through the cyclical stages of the process. Consequently, the information and ideas are not arranged in a coherent sequence, making it difficult to follow the logical progression of the diagram.
Lexical Resource: Band 4.5
The vocabulary used is basic, repetitive, and heavily constrained. The student relies on simple everyday words and makes numerous spelling and word choice errors, such as 'cardon' for carbon, 'fron' for from, 'seprate' for separated, 'suger' for sugar, 'wheet' for wheat, 'ingredints' for ingredients, and 'polution' for pollution. Furthermore, terms like 'moterbikes' are introduced incorrectly as they do not appear in the source diagram. These lexical limitations and frequent spelling errors strain the reader and reflect a very limited vocabulary range suited for this level.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is extremely limited, consisting almost entirely of poorly controlled simple clauses strung together without terminal punctuation. There is a complete absence of complex sentence structures and accurate punctuation. Frequent errors occur in verb forms and tenses, such as 'energy and cardon dioxide is taken', 'they help out to grow', 'it gose', and 'vehicels creat', as well as missing articles and prepositions. These pervasive grammatical and punctuation errors cause frequent difficulty for the reader and distort the meaning across the text.
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