Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-14

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 process of the sugar cane to sugar. How to manufacturing these all work where its started and when complete the all condition.

Overall, If we can see the its started the method first of all we growing the sugar cane 12 to 18 month. Former all take care of the sugar cane provided all beneficail thing. Then next process its started to the end of the sugar method.

We explain now full procedure of sugar cane to sugar. First growing sugar cane and take care of the sugar care 12 to 18 month provided all beneficial things and then when its ready then next method started harvesting to procedure available first one is harvesting to tractor and another one is best and important for humans cutting by hands. Then we move the next procedure crushing and when we are crushing the sugar canes so its available is machine in market. So its makes jouice you also drink this. Because its important and fresh jouice. Then next going to the filter side first off we filter and next going to the next method putting one the big we give hime heat next the process is separattes the sugar crsrals from the syrup in the last one method we cooling and drying then next our sugar is reading to use and sale in the markets.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as making sugar from sugar cane and include several key stages: growing, harvesting, crushing, filtering, heating, separating crystals, and drying/cooling. You also correctly report the growing period and the two harvesting methods. However, the overview is unclear and does not summarise the process accurately as a whole; phrases such as “Then next process its started to the end” do not explain the main transformation from cane to juice, syrup, and sugar. Some details are inaccurate or unsupported: the diagram shows a limestone filter, not simply “the filter side,” and it does not say the juice is for drinking or that the finished sugar is ready for sale. Describe each stage precisely and keep the account focused on information shown in the diagram.

Coherence and Cohesion: Band 5.5

There is an attempt to organise the response into an introduction, an overview, and a fuller description, and the stages are generally presented in the correct order. Sequencing words such as “First,” “Then,” and “in the last one method” help the reader follow the broad process. However, progression is often obscured by unclear links and repeated explanations of growing and harvesting. The overview does not provide a clear summary, while the final paragraph combines many stages in one long sequence, making relationships between them difficult to follow. Use separate, purposeful paragraphs and connect each stage with clear references, for example, explain that the filtered juice is heated to become syrup before it enters the centrifuge.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “crushing,” “filter,” “heat,” “syrup,” and “crystals,” so the reader can recognise the general subject. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the meaning difficult to understand. Examples include “the process of the sugar cane to sugar,” “all beneficail thing,” and “our sugar is reading to use.” Informal or irrelevant comments such as “you also drink this” do not suit an academic process description. Aim to use precise terms from the diagram and avoid conversational additions. Check spelling and word forms, particularly “juice,” “beneficial,” and “crystals,” and use consistent process vocabulary.

Grammatical Range and Accuracy: Band 4.5

The response attempts to use longer sentences and sequence clauses with words such as “when,” “then,” and “because,” but these structures are often faulty. For example, “How to manufacturing these all work where its started” lacks a clear grammatical structure, and “when we are crushing the sugar canes so its available is machine” has unclear clause relationships and verb forms. Errors also occur with articles, agreement, and sentence boundaries, as in “the next process its started” and the long final sentence joined by repeated “and then.” These problems frequently make the reader work to interpret the process. Build accuracy with clear simple sentences first, then add subordinate clauses; use consistent present simple forms such as “the cane is crushed” and punctuate each stage as a complete sentence.

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