Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 20 · 2026-08-23

IELTS Writing Task 1 question

The diagram below shows how fabric is manufactured from bamboo.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

Student answer (Band 4.0)

As we see that bamboo fabric plants in spring in many regions at that time farmers dug these plant in land and give water to grow on time. However the cultivation of it starts in autumn and then another process begin to cut into strips through the blades with care and crush these strips to make liquid pulp and the another process to go filter will go to sperate the long fribers from liquid .Moreover to convert it for soften fibres add some water and oxide then keept it for dry.After that spining process start to convert in yam and then left for wave to make a fabric these process may take time to move towards finishing .The final process will begin to sew it to wears the soften fibre from bamboo plants the whole process is very crucial that make the finishing more comfortable for people to wear it

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to describe the process of manufacturing fabric from bamboo, but it fails to provide a clear, objective summary of the stages. The writing is overly narrative and includes extraneous information not found in the diagram, such as the specific seasons for planting or the farmers' actions. It lacks a clear overview of the process, which is essential for Task 1. Furthermore, the description of the stages is confusing and lacks the necessary technical precision required to explain a manufacturing process. The response does not effectively highlight the main features or make clear comparisons between the stages.

Coherence and Cohesion — Band 4.0

The text lacks paragraphing, which makes it difficult to follow the progression of the manufacturing stages. While there are some attempts at cohesive devices like 'Moreover' and 'After that', they are used mechanically and do not effectively link the ideas. The flow of information is disjointed, and the lack of clear sentence boundaries makes it hard to distinguish where one stage of the process ends and the next begins. The overall structure is not logical, and the absence of an introduction or a concluding summary further impacts the coherence of the response.

Lexical Resource — Band 4.0

The vocabulary is quite limited and often inaccurate. There are several instances of word-choice errors, such as 'dug these plant in land' instead of 'harvested', 'sperate' (spelling error for separate), and 'yam' instead of 'yarn'. The student struggles to use appropriate technical terminology for a process description, relying on basic, repetitive language. The lack of precision in describing the stages (e.g., 'the another process to go filter') significantly hinders the clarity of the explanation. To improve, the student needs to learn specific vocabulary related to industrial processes.

Grammatical Range and Accuracy — Band 4.0

The grammatical control is weak, with frequent errors that often impede communication. There are significant issues with sentence structure, including run-on sentences and a lack of proper punctuation. Subject-verb agreement is inconsistent, and there are many errors in verb tense and word form (e.g., 'keept it for dry', 'spining process start to convert in yam'). The response relies almost entirely on simple sentence structures, and attempts at more complex sentences are often grammatically incorrect or confusing. The lack of basic punctuation makes the text very difficult to read.

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