Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The diagram illustrate the stages for producing sugar from sugar cane. Overall, the process is divided into seven steps, which is mainly conducted through physical, mechanical and chemical work.
In the begaining, sugarcanes are planted, they take one year to eighteen months to grow fully. These sugarcanes are then cut of by the farmers as well as tactors are used to collect all canes this stage is called harvesting. Sugarcanes are collected for mechanical process, where sugar cane are rolled into a huge suzeer machine for curching sugar canes and the juice iis collected in a drum.
Once all the juice are collected, to pur
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 student attempts to describe the sugar manufacturing process, identifying the initial stages from growing to crushing. However, the response is severely incomplete, breaking off mid-sentence ('Once all the juice are collected, to pur...'). Furthermore, it fails to meet the minimum word count requirement of 150 words, stopping at only 105 words. Because the description of the linear process is cut off well before the final stages (evaporation, centrifugation, and drying/cooling), the task is only partially addressed, which heavily limits the score.
Coherence and Cohesion — Band 5.0
The text begins with a clear introductory sentence ('The diagram illustrate the stages for producing sugar from sugar cane') and attempts an overview. However, due to the abrupt ending of the text, cohesive progression cannot be fully evaluated beyond the early stages. Paragraphing is initiated but not maintained effectively. Basic cohesive links are used ('In the begaining', 'These sugarcanes are then'), but the overall structural development is halted prematurely.
Lexical Resource — Band 5.0
The vocabulary used is generally basic and displays frequent spelling and word-choice inaccuracies (e.g., 'illustrate' instead of 'illustrates', 'begaining', 'tactores', 'suzeer', 'curching'). While the student attempts some less common vocabulary related to the process ('harvesting', 'mechanical', 'crushing'), the high frequency of non-systematic errors and the incomplete nature of the response restrict the lexical score.
Grammatical Range and Accuracy — Band 5.0
The student attempts a mix of simple and complex sentence structures, but control is inconsistent. There are noticeable grammatical errors throughout, such as subject-verb agreement issues ('The diagram illustrate', 'juice iis') and awkward phrasing ('These sugarcanes are then cut of by the farmers as well as tactors are used'). Additionally, the sentence structures often run on without proper punctuation control, and the text ends abruptly in an ungrammatical fragment.
See this exact question answered at other band scores — the same prompt compared across bands.
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