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)

The digram shows how the biofuel made a ethinol and explain about their processing.

On the one hand, the plants and tress are grow with the help sunlight and carbon dioxide and harvesting the plants for pre-processing.After that become a cellulose and send to the industeries and the processing will be start and produce a sugar.Then their microbes added in the fuels and will become a eathnol .

Eathnol is used in the vehicles and aeroplane,it is used large number of scale.The production of eathnol is very useful for the vehicles .Nowadays very important for the transportation.Without this very difficult to imagine the transportation,so after the production of eathnol the production of carbon dioxide will be increase very harmful for the environment.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the general subject and report several central stages, including plant growth, harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol. However, the account is incomplete and does not clearly summarise the diagram’s overall cycle. In particular, it omits the three transport modes and the return of carbon dioxide from their use to support further plant growth; instead, it says carbon dioxide production will increase and is harmful, which is not an accurate description of the cycle shown. The response also contains only 122 words, below the required 150, limiting the detail provided. To improve, give a clear overview of the cyclical process and describe each main stage and the carbon-dioxide loop accurately.

Coherence and Cohesion: Band 4.5

The response follows a broadly chronological order through the production stages, and the paragraph break before the discussion of ethanol use gives the reader some indication of a shift in focus. Basic links such as “After that” and “Then” help connect steps. However, the organisation is limited: there is no distinct overview, and the final paragraph moves from transport use to general claims about its importance and environmental harm without clearly linking these ideas to the diagram. Some transitions are awkward or run together, as in “pre-processing.After that,” and “so after the production.” Use separate paragraphs for the overview, production stages and carbon-dioxide cycle, and connect each stage with precise sequencing language.

Lexical Resource: Band 4.5

You use some relevant process vocabulary, including “harvesting,” “pre-processing,” “cellulose,” “microbes” and “carbon dioxide,” so the reader can recognise the topic and several stages. However, the range is basic and some word choices or collocations make the description unclear, such as “the biofuel made a ethanol,” “used in large number of scale,” and “the production of carbon dioxide will be increase.” There are also repeated misspellings of key terms, including “ethinol,” “eathnol,” “digram” and “industeries,” which reduce accuracy. Aim to use standard process phrases such as “is converted into,” “is used as fuel,” and “is released,” and check spelling carefully, especially for repeated technical vocabulary.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example with “and,” “after that” and “so,” but most sentence patterns remain simple and errors are frequent. Verb forms and agreement are often inaccurate: “the plants and tress are grow” should be “plants and trees grow,” while “the processing will be start” needs a passive form such as “processing begins.” Articles and sentence construction also cause problems in “the biofuel made a ethinol,” and punctuation is inconsistent, with missing spaces after full stops and commas. These errors sometimes make the process difficult to follow. Practise accurate present-simple descriptions of processes, including passive forms where appropriate, and build longer sentences only after checking each clause.

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