Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-10-15

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)

Thankyou for asking me that kind of question here is a diagram that is given below to me and the tittle of this is Biofuel production and how ethanol is made, Energy sunlight plus crbon dioxide plants and trees grow then harvesting pre processing cellulose processing then into sugar and then become into microbes added and trun into Ethanol and out carbon dioxide in the form of car, van, airoplane, truck, etc. If you take action of growth of plants and build companies and factorices lagre distance from the human society or living area then the environment will be okay ascompaire nowadys

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the general subject and mention several stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol. However, the process is reported only minimally: the sequence is compressed into a fragment, and key features such as ethanol being used by three transport types and carbon dioxide returning to support plant growth are not clearly explained. The final comment about locating companies away from living areas is not shown in the diagram and does not answer the task. The response is also 48 words below the required minimum, leaving too little space to summarise the cycle adequately. To improve, give a clear overview of the cycle and describe its main stages accurately, without adding unsupported advice.

Coherence and Cohesion: Band 3.5

There is a basic attempt to follow the process in order, from energy and plant growth through to ethanol and carbon dioxide. This gives the reader some sense of sequence. However, nearly the whole response is presented as one long sentence, with stages joined mainly by “then” and “and.” The shift to “If you take action…” is abrupt and breaks the progression rather than concluding the process description. Punctuation and paragraphing do not help distinguish an overview from the stages. Organise the response into a short introductory overview and a paragraph describing the sequence, using clear sentence boundaries and linking expressions such as “after this” or “finally” only where they clarify the relationships.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “cellulose,” “processing,” “microbes” and “ethanol,” so the topic is recognisable. However, the range is limited and several labels are copied or loosely connected rather than expressed in precise process language. Errors such as “crbon dioxide,” “tittle,” “trun,” “airoplane” and “factorices” are noticeable, while “become into” and “out carbon dioxide” are unclear or unnatural combinations. “Van” is not one of the transport types shown; the diagram identifies a car, truck and aeroplane. Build a more accurate set of process verbs and collocations, and check spelling carefully so the reader can follow each stage without effort.

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence, but it relies on one extended, loosely connected sentence and shows very limited control of sentence structure. For example, “Energy sunlight plus crbon dioxide plants and trees grow then harvesting…” lacks clear clauses and punctuation, making the relationships between stages difficult to interpret. The conditional sentence beginning “If you take action…” is also incomplete in meaning and does not connect logically to the diagram. There is little evidence of varied, controlled sentence forms, and errors in articles, verb forms and clause construction occur frequently enough to affect clarity. Practise writing short complete sentences with a clear subject and verb, then combine stages using accurate time clauses or passive forms.

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