Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 19 · 2026-10-21

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 this picture discribtion we learn how to manifacture ethanol and how to harvest and how it is usefull for everyone.

overall view of this diagram display how carbon dioxide is usefull for the prosess of harvesting,cellulose, processing, shugar microbes added for ethanol and then its produce carbol dioxide for every vicals.

we see in this digram how to produced enthanol from microbes and then its gone to produce carbon dioxide for every thing carbondaioxide is very usefull for cars ,trucks and airoplains. its also very usefull for frosessing harvesting and many more.

now come to harvesting process farmers invest thair time enegy and feelings to harvest and grown a plant and tree and we get energy , sunlight + carbon dioxide by nature. if we talk about pre-processing before harvesting we get feed by trees and its produce things and feeds for us pre-processing gone cellulose and then gone to prosrssing time. in processing we produce shuger and shuger produce microbes added by enthanol and its produce carbondioxide this process is going recycle day by day.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the general subject and mention several relevant stages, including plants growing, harvesting, pre-processing, cellulose, processing, sugars, microbes and ethanol. You also recognise that carbon dioxide returns to the plants, which is central to the cycle. However, the account only partially reports the diagram: the sequence is confused in places, and the role of sunlight and carbon dioxide in plant growth is not clearly explained. For example, “if we talk about pre-processing before harvesting” reverses the order shown, while the diagram places harvesting first. The transport stage—ethanol being used by cars, trucks and aeroplanes, which release carbon dioxide—is also not accurately described. Give a concise overview, then report the stages in their correct order and explain the cycle clearly.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response into an opening, an overview and a later description of the process. Some sequencing language, such as “then” and “before,” also shows an effort to connect stages. However, the progression is difficult to follow because the same points are repeated across paragraphs and the stages are not consistently presented in diagram order. The opening and overview both repeat that carbon dioxide is useful, while the final paragraph moves between harvesting, pre-processing and processing without clear transitions. Several long sentences join multiple ideas, making the relationships between them unclear. Use one paragraph for the overall cycle and a second for the stages, with clear sequencing markers such as “first,” “next,” and “finally,” and avoid repeating the same claim.

Lexical Resource: Band 4.5

The response uses some task-related vocabulary, including “harvesting,” “cellulose,” “processing,” “microbes” and “carbon dioxide,” so the reader can identify the general topic. However, the range is limited and several words are repeated, particularly “usefull” and “produce.” Frequent spelling errors—such as “discribtion,” “manifacture,” “shugar” and “airoplains”—make the account harder to read and sometimes obscure the intended meaning. Some choices are also inaccurate for describing the diagram: “farmers invest their time energy and feelings” is not a relevant process detail, and “carbon dioxide is useful for cars” does not clearly express that vehicles release it. Choose precise process verbs and check the spelling of key technical terms before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt to form connected sentences and use some clauses to describe stages, for example, “if we talk about pre-processing before harvesting…” However, sentence structures are mostly simple or joined in ways that make relationships unclear, and errors in verb forms, agreement and sentence construction occur frequently. Examples include “how to produced enthanol,” “its produce carbol dioxide,” and “this process is going recycle day by day.” These forms make it difficult to understand exactly what happens at each stage. Articles and punctuation are also inconsistently controlled, and several sentences run together without clear boundaries. Practise accurate present-simple descriptions of processes, such as “The sugars are processed, and microbes are added to produce ethanol,” and use full stops to separate each stage.

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