Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 16 · 2026-09-17

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 4.0)

The diagram display that the manufacturing process for the making suger from suger cane from the different steps on this.

Overall, the total steps is seven , the first step is growing the suger and the last step is dring and the cooling suger.

The firet task is growing suger in the 12to 18 months. The second step is harvesting suger with two methods first is tradinational and the second is used with machine. The third step is crusting the suger then make the juice. The forth step is purifying the juice with the Limestone filter. The fifth step the juice fall in the big cantaner and the heat the juice that become a syrup this method is called evaporator. The sixth step the syrup become in the crystals shape this method is called centrifuge in the step show the suger cane in proper shape and the style. The seventh and the last step the separates suger crystals in the big gar for the drying and cooling suger.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to summarise the main stages of the sugar cane manufacturing process, identifying the seven key steps from growing to cooling. However, there are significant limitations in task execution. The overview is extremely brief and contains noticeable errors ("the total steps is seven"). Furthermore, the description of individual steps relies on overly simplistic phrasing and contains factual misinterpretations of the diagram, such as claiming the sixth step shows the sugar cane in a proper shape or confusing the centrifuge and drying processes. While the overall sequence is outlined, the lack of precise reporting, poor development of main features, and frequent imprecise references place this response at Band 4.0.

Coherence and Cohesion — Band 4.0

The text is organized into brief paragraphs representing an introduction, an overview, and a body paragraph listing the steps. However, cohesion is heavily impacted by the lack of smooth transitions and repetitive structural patterns (e.g., "The first task is...", "The second step is..."). Referencing is often unclear or faulty, making the logical progression difficult to follow. Paragraphing is attempted, but the separation of ideas does not contribute to a clear overall progression. Consequently, the organization feels mechanical and disjointed, aligning with the descriptors for Band 4.0.

Lexical Resource — Band 4.0

The vocabulary used is very basic, repetitive, and heavily reliant on direct copying or flawed rendering of words from the prompt (e.g., "suger", "dring", "crusting", "cantaner", "gar"). There are numerous spelling errors throughout the text that strain the reader ("suger", "tradinational", "forth", "cantaner"). The range of vocabulary is severely limited and inadequate for academic reporting. Although some process-related terms like "harvesting", "purifying", and "evaporator" are attempted, frequent word-choice errors and incorrect derivations place this response firmly at Band 4.0.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, consisting mostly of simple sentences with frequent structural errors. There are multiple instances of basic grammatical breakdown, such as missing verbs, incorrect verb forms, and faulty sentence construction (e.g., "The diagram display that...", "the juice fall in the big cantaner and the heat the juice that become a syrup"). Punctuation and article usage are also unreliable. Errors are very frequent and constantly impede communication, justifying a Band 4.0 for grammatical range and accuracy.

See this exact question answered at other band scores — the same prompt compared across bands.

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