Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-12

IELTS Writing Task 1 question

The diagram below shows the manufacturing process for making sugar from sugar cane.

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

How sugar is produced from sugar cane

Student answer (Band 5.0)

The diagram illustrates the production of sugar from sugar canes and the process that it went through.

Overall, at first the cutting of growing sugar care is done followed by harvesting and then crushed through crusher. Crushing of sugar cane produce juice furthermore, the purification is done with the help of Limestone filter. In addition to, pouring of juice to evaportor and adding heat also adding it to centrifuge that separate sugar crystals from syrup. Which then keep to dry and cool.

To begin with, it involves seven steps, sugar cane grows in 12 to 18 months. Moreover, initially after its cutting and harvesting it went through crushing that make the juice out of it. Additionally, purification is done through Limestone filter which then transferred the juice to syrup through evaporator.

Secondly, it is done through centrifuge that make the separtion of crystals from sugar anf

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as sugar production and include several key stages, including the 12–18-month growing period, crushing, limestone filtration, evaporation, centrifuging, and drying/cooling. However, the account is incomplete: the response ends mid-sentence at “separation of crystals from sugar,” so the final stage is not fully reported, and harvesting methods (mechanical and manual) are omitted. Some descriptions are also unclear or inaccurate, such as saying the cane is “cutting” before harvesting and that the juice is transferred “to syrup through evaporator.” The overview attempts to summarise the sequence but is difficult to follow. The response is four words below the required minimum. Cover both harvesting methods and explain the final stages clearly to address the task more fully.

Coherence and Cohesion: Band 5.0

There is an attempt to organise the response with an opening overview and stage-by-stage paragraphs, and sequencing words such as “To begin with,” “Moreover,” and “Secondly” help signal order. However, progression is not consistently clear because several stages are compressed into long, loosely connected sentences. For example, the overview strings together crushing, purification, evaporation, and centrifuging without clear sentence boundaries, while “Which then keep to dry and cool” is an incomplete continuation. The second body paragraph also stops abruptly, leaving the process unfinished. Use one clear paragraph for the overview and a logically ordered body account, with complete sentences and precise links between stages.

Lexical Resource: Band 5.5

You use some relevant process vocabulary, including “harvesting,” “crusher,” “Limestone filter,” “evaporator,” “centrifuge,” and “sugar crystals,” which helps communicate the topic. There is also some attempt to vary wording, such as “purification” and “separation.” However, inaccurate word forms, spelling, and collocations reduce precision: “sugar care” appears to mean “sugar cane,” “evaportor” is misspelled, and “make the juice out of it” is informal and imprecise for a process description. “Adding it to centrifuge” also does not clearly express that the syrup is processed in the machine. Choose standard process verbs such as “extract,” “filter,” “heat,” and “separate,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex structures, including “which then transferred the juice to syrup through evaporator,” but control is inconsistent. Errors in verb forms and agreement occur in phrases such as “Crushing of sugar cane produce juice” and “centrifuge that make the separation.” Sentence boundaries are also problematic: “Which then keep to dry and cool” is a fragment, and the final sentence is unfinished. Articles and sentence construction are often missing or awkward, as in “adding it to centrifuge.” These errors sometimes make the sequence difficult to understand, despite the reader being able to identify the general process. Practise writing complete sentences with a clear subject and verb, and check agreement and tense in each stage description.

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