Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-09-15
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 picture shows the process of making sugar. In the given picture we can see that growing sugar canes takes almost 12 to 18 months for making sugar .After that, we harvest the sugar can for process we can harvest it from two ways throught machinary or through labour i think through labour is a slow and time taken taken process as compared to harvesting throug a machine .After haversting we put sugar canes into crushing machine that give sugar canes into liquide form.Furthermore,we purify the crusing juice through limestone filter.After purifing the juice from limestonne filter jucice send to the evaporater where juice is heated and convert into syrup form after evaporation juice send to the centerfuige where crystals are seprated from syrup .After that it move into the final step that is drying and cooling from where we get our desiere product sugar
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.5
The response covers all the main stages of the sugar manufacturing process, from growing and harvesting through to crushing, purifying, evaporating, centrifuging, and finally drying and cooling. However, there are some personal opinions and commentary included that are not present in the diagram, such as 'i think through labour is a slow and time taken process'. Additionally, the word count is 146 words, which falls slightly short of the mandatory 150-word minimum requirement. This minor under-length penalisation combined with the inclusion of irrelevant personal commentary limits the score.
Coherence and Cohesion — Band 5.0
The text lacks appropriate paragraphing and is presented as a single dense block of text, which hinders readability and logical flow. While basic sequence markers such as 'After that', 'Furthermore', and 'Finally' are used to connect the steps of the process, referencing is occasionally repetitive and mechanical. The overall arrangement follows the linear progression of the diagram, but the absence of paragraph breaks prevents a higher band score for cohesion and coherence.
Lexical Resource — Band 5.0
The student demonstrates an adequate range of vocabulary for the task, successfully incorporating process-specific terms such as 'harvesting', 'crushing machine', 'limestone filter', 'evaporator', and 'crystals'. However, there are noticeable spelling and word choice errors throughout the text, including 'throught' for through, 'machinary' for machinery, 'liquide' for liquid, 'crusing' for crushing, 'jucice' for juice, 'evaperater' for evaporator, 'centerfuige' for centrifuge, and 'desiere' for desired. These errors occasionally cause minor strain for the reader.
Grammatical Range and Accuracy — Band 5.0
The text contains a mixture of simple and complex sentence forms, but grammatical accuracy is quite weak. There are several run-on sentences and punctuation omissions, such as missing capital letters at the beginning of sentences and missing full stops. Examples of grammatical errors include 'for making sugar .After that' (spacing and punctuation error), 'sugar can' instead of sugar cane, and 'jucice send to the evaporater where juice is heated' (missing auxiliary verbs and subject-verb agreement issues). These frequent errors restrict the score.
See this exact question answered at other band scores — the same prompt compared across bands.
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