Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-09-04
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 chart illustrates the information of an process that is how to make sugar from sugarcane the chart shows what process is follow to make sugar from sugarcane.
Overall, there are seven steps are follow to produce sugar from sugarcane like, growing, harvesting, crushing, purifying juice, Evaporator, centrifuge, drying and cooling.
To make sugar from sugarcane there are seven steps which follow to sugar such as firstly farmer grow sugarcane in his fields after in second step they harvest sugarcane in third step sugarcane is crushed in industries by machines in next step crushed sugarcane is purify by limestone filter next step is is evaporation in this juice is in evaporator and their juice become syrup after this in sixth step centrifuge in this sugar crystals are separates from syrup and in the last step their sugar is completely make by sugarcane. This whole process is follow to make sugar from sugarcane.
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 identifies the main stages of the process, but the overview is repetitive and lacks a clear summary of the transformation. While the seven steps are listed, the description of the process is overly simplistic and relies heavily on listing rather than explaining the flow. The response fails to make meaningful comparisons or highlight the key technical transitions (e.g., the change from solid cane to juice, then to syrup, and finally to crystals). The content is somewhat mechanical, and the lack of a clear, analytical overview prevents it from reaching a higher band. To improve, focus on synthesizing the information rather than just listing the steps provided in the diagram.
Coherence and Cohesion — Band 5.0
The essay is organized into three short paragraphs, which is a basic structure. However, the progression of ideas is hindered by repetitive phrasing and a lack of varied cohesive devices. Phrases like 'in next step' and 'next step is' are used mechanically, making the flow feel disjointed. There is a lack of sophisticated linking words to connect the stages of the process logically. While the sequence of the process is clear, the internal cohesion within the sentences is weak, often resulting in run-on sentences or awkward transitions that make the text feel repetitive and unpolished.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive. The student frequently uses basic terms like 'make', 'process', and 'steps' throughout the text. There is little attempt to use more precise, technical vocabulary related to manufacturing or industrial processes (e.g., 'crushing', 'purifying', 'evaporation', 'centrifugation'). The repetition of 'make sugar from sugarcane' at the end of almost every sentence significantly impacts the quality of the writing. To achieve a higher score, the student needs to use a wider range of synonyms and subject-specific terminology to describe the stages of the diagram more accurately and professionally.
Grammatical Range and Accuracy — Band 5.0
The grammatical range is limited, consisting mostly of simple sentence structures. There are frequent errors in subject-verb agreement (e.g., 'seven steps are follow', 'sugarcane are purify') and word order. Punctuation is also problematic, with several run-on sentences that lack proper conjunctions or full stops. The use of articles and prepositions is inconsistent throughout the text. While the meaning is generally understandable, the high frequency of basic grammatical errors and the lack of complex sentence structures prevent the response from demonstrating the control required for a higher band score.
See this exact question answered at other band scores — the same prompt compared across bands.
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