Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-08-04
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 given process chart shows the making of sugar from raw sugar cane from planting.
overall, the process of making sugar start from planting sugar cane in the feild then six steps were taken to make sugar from sugar cane
Firstly sugar cane take 1 to 1.5 years since from planting to get ready for harvest ,than with the help of modern machines or with the hand sugar cane harvest,the cutting sugar cane goes into factory where sugar cane took into crusher than after sugar cane divided into juice or waste. those juice pass from limestone filter ,filter take into fifth step where juice heated and change into syrup,syrup that change in crystals in the centrifuge machine all, crystal go in dryer to dry or cool down the temperature ,now sugar is ready to use
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While the student identifies the main stages of the process, the description is underdeveloped. The overview is present but lacks clarity, and the response fails to fully report on all stages of the diagram, such as the specific role of the centrifuge or the final packaging. Because the response is under-length, it cannot fully develop the information provided in the diagram, leading to a partial coverage of the task requirements.
Coherence and Cohesion — Band 5.0
The response lacks effective paragraphing, appearing as a single block of text. While there is a basic attempt at logical sequencing using transition words like 'Firstly' and 'then', the flow is often disrupted by awkward phrasing and run-on sentences. Cohesive devices are used in a mechanical and repetitive manner. The lack of clear paragraph breaks between the introduction, overview, and the body of the process makes the text difficult to follow. To improve, the student should group related steps into distinct paragraphs and use a wider variety of linking words to connect ideas more fluidly.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'making', 'take', and 'go'. There are several instances of incorrect word choice, such as 'divided into juice or waste' instead of 'separated into juice and pulp'. Spelling errors, such as 'feild' for 'field', also occur. The student struggles to use precise technical vocabulary appropriate for a process description. To reach a higher band, the student needs to incorporate more specific terminology related to manufacturing processes and improve their control over word forms and collocations.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede readability. There are issues with subject-verb agreement ('sugar cane take', 'filter take'), tense consistency, and article usage. The sentence structures are predominantly simple or poorly constructed complex sentences. For example, the phrase 'syrup that change in crystals in the centrifuge machine all, crystal go in dryer' is grammatically fragmented and confusing. A wider range of complex structures is needed, and the student must focus on basic accuracy, particularly regarding verb tenses and pluralization, to improve the clarity of their writing.
See this exact question answered at other band scores — the same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.