Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-08-17
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 flow chart illustrates the manufacturing process to developing sugar from sugar cane.Below we talk about manufacturing process with the help of diagram.
First of all, We all know that sugar cane need for 12 to 18 months to grow itself because without giving such time they can't grow properly.After that, The process of harvesting starts. Some people done it by their own. For Example, By using their hands. But some people fulfil this task by using machines. Both processes are able to harvesting but machines are more useful items to harvest all of the growing things because it don't wastes the time, work properly, fulfil work of hours in few minutes and proved to be very helpful for farmers.
The process of crushing is very simple but it can be done only by machines. The method to crushing is that we just need to put the sugar cane in the mouth of crushing machine and it gives us juice in few seconds.After that, we use the limestone filter to purifying the juice.After the evaporation process, juice becomes syrup and centrifuge separates the sugar crystals from syrup and at last, we find sugar by all this method.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
The response fails to adopt an academic tone, instead using informal language like 'We all know' and 'growing things'. While the main stages of the process are mentioned, the description is highly subjective and conversational rather than objective. The student focuses on personal opinions about farming methods (e.g., 'machines are more useful items') rather than reporting the data provided in the diagram. Furthermore, the response lacks a clear overview of the process, which is a requirement for Task 1. The focus is on explaining the 'why' and 'how' of farming rather than summarizing the technical steps of sugar production as presented in the visual prompt.
Coherence and Cohesion — Band 5.0
The response is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is mechanical and often inappropriate, such as 'Below we talk about manufacturing process' and 'At last, we find sugar by all this method'. The referencing is sometimes unclear, and the transition between the stages of the process is disjointed. The writing lacks the formal signposting expected in an academic report, making the flow feel more like a casual essay or a personal commentary than a structured summary of a technical diagram.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. There is a reliance on basic, informal phrasing such as 'growing things', 'useful items', and 'mouth of crushing machine'. The student struggles to use precise technical terminology related to the manufacturing process. There are also errors in word choice and collocation, such as 'developing sugar' instead of 'producing sugar' and 'method to crushing' instead of 'crushing method'. The range of vocabulary is insufficient to convey the information with the precision required for an academic task.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('sugar cane need', 'it don't wastes'), article usage ('the process of crushing'), and sentence structure. The writing relies heavily on simple sentences, and attempts at more complex structures are often faulty or punctuated incorrectly. For example, 'Some people done it by their own' is grammatically incorrect. Punctuation is also inconsistent, with missing spaces after periods and commas. The overall control of grammar is limited, and errors are noticeable throughout the text.
See this exact question answered at other band scores — the same prompt compared across bands.
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