Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 16 · 2026-09-18

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 daigram show that information of sugar cane and over all growing of sugar. The first process growing in sugar cane beach of half sugar cane in insert of land and mud help for covering

sugar cane.

The harvesting process is tuft in caring ogf sugar cane in suplly of water and basic minral provide in sugar cane and provide for

basic need in sugar cane .

The crushing step of sugar cane is difcult .The sugar cane enter the machine and start for juice of sugar cane .

The purifing juice in collect of sugar cane machine and then filter the juice in the help of limestone filter and then filter

filter the juice .

The evaportar system in the juice become syrup and clean juice of ssugar cane.

The centrifuge machine in the clear of the juice in seprate the crystal from the syrup and then start heat and then start the clean and neat sugar cane and then machine are seprate the

sugar cane and pure crystal of sugar cane .

The last step of sugar cane in drying and cooling of sugar cane and then pure and clean sugar in adopted .

The over all process of sugar cane in the write of chart and with the help of daigram .

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to describe the seven-stage sugar manufacturing process, starting from growing and harvesting through crushing, purifying, evaporating, centrifuging, and finally drying and cooling. However, the description is disjointed, and several stages contain confused or inaccurate details (for instance, misinterpreting parts of the agricultural and mechanical processes). While the general trajectory of the process is mentioned, key features and comparisons required for a successful Task 1 summary are missing, and no clear overview is provided. The response falls short of the requirements for higher bands due to under-developed ideas and inaccurate reporting of the visual data.

Coherence and Cohesion — Band 4.5

The text is divided into short paragraphs, but the overall organisation lacks a clear logical progression and smooth transitions between stages. Cohesive devices are either missing or used incorrectly (e.g., repetitive use of 'and then'), which makes the flow mechanical and difficult to follow. Paragraphing is attempted, but sentences within paragraphs do not cohere effectively to guide the reader through the linear diagram. Referencing is frequently unclear, impeding the logical development of the process description.

Lexical Resource — Band 4.0

The vocabulary used is very basic, repetitive, and often inaccurate. There are numerous spelling errors ('daigram', 'purifing', 'evaportar', 'seprate') and severe word-choice issues ('in adopted', 'in the write of'). The student attempts to use some process-related terms like 'crushing', 'juice', and 'crystal', but the limited and strained lexical range makes it difficult for the reader to fully grasp the technical details without error interference.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, relying heavily on simple, flawed sentence structures. Almost every sentence contains grammatical or syntactical errors, such as missing verbs, incorrect prepositions, and faulty word forms (e.g., 'The first process growing in sugar cane beach of half sugar cane'). Complex sentence structures are virtually absent, and the high frequency of errors severely impacts clarity and strains the reader's comprehension throughout the response.

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

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