Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-11-02

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 4.0)

The diagrom which is given below show the result bthat how a ethanol produced . energy is made through the sunlight as well as carbon dioxide so this energy is produced through the help of of growing of plats and trees it become more and more benificial for humen being. when this trees are cutting for any for any purpose of life they become more and more dangerious for human being. when these trees are cuttuing and added to the laboratery for cellulose at this stage the carbon dioxide which release it become like ethanol which is not a helthy. so according to the above mentioned diagrom we can considered and we observeb that any while cutting the trees and using the labortery for that purpose is so dangerous and we can finf not good results,so while laboratery any thing we can be think positively and we should br acchioeve our goals

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response makes a limited attempt to describe the diagram, mentioning sunlight, carbon dioxide, plants and trees, cellulose, and ethanol. However, it does not accurately explain the production sequence: the diagram shows harvesting, pre-processing, processing into sugars, microbes being added, and ethanol being used in transport. These central stages are mostly omitted or confused. In particular, the claim that carbon dioxide released during cutting and laboratory treatment “become[s] like ethanol” misrepresents the process. The final comments about danger to people and achieving goals are not supported by the diagram, so the response becomes largely off-topic rather than providing a clear overview of the cycle. Focus on reporting the stages and the return of carbon dioxide to plant growth.

Coherence and Cohesion: Band 3.5

There is a basic attempt to connect ideas through time and cause, using phrases such as “so,” “when,” and “at this stage.” This gives the response some sense of progression, but the stages are not arranged in a clear, accurate sequence, and the long run-on passage makes relationships difficult to follow. Repetition, including “for any for any purpose” and repeated references to trees being cut, further weakens progression. The conclusion beginning “so according to the above mentioned diagram” shifts into unsupported advice rather than summarising the process. Separate the response into a brief overview and logically ordered stages, using clear links such as “next,” “after this,” and “finally.”

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “energy,” “carbon dioxide,” “cellulose,” and “ethanol,” showing an attempt to address the subject. However, the range is limited and several word choices or spellings make the meaning difficult to understand, such as “diagrom,” “plats,” “laboratery,” and “not a helthy.” Phrases such as “more and more beneficial for human being” and “dangerous for human being” are also imprecise or unrelated to the process shown. Aim for accurate process vocabulary and natural collocations, for example “plants absorb carbon dioxide,” “the material is pre-processed,” and “microbes convert sugars into ethanol.” Proofreading spelling would also improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response attempts to combine ideas in longer sentences, for example with “when” and “so,” but control is weak and sentence boundaries are often unclear. Errors in verb forms and agreement appear in “the diagram … show” and “when this trees are cutting”; the latter also has an incorrect passive construction. Articles and sentence structure are problematic in “how a ethanol produced,” while “the carbon dioxide which release” lacks a correctly formed verb phrase. Punctuation is sparse, producing run-on sentences that obscure meaning. Practise accurate simple sentences first, then connect them with controlled clauses: “Plants grow using sunlight and carbon dioxide. They are then harvested and processed.”

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