Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-09-19

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 illustration demonstrate the production method of generating sugar from sugar cane crops inspecific seven connecting steps.

Overall, it is clearly described that, in The whole sugar production process is possibally done by digital machinery along with under obsevation of human Although it is time taking process.

First of all, sugar cane crops have to grew in field of farm with proper nutrients. It takes one or more then one half year for growing. Afterthat through the specialised machines or manually through expert farmars cut out all the crops from the farm which is called as harvesting. Those harvested gross crushed into speciallised instrument and convert into a liquid like juice.

Those juice is sterilies from the Limestrone filter. And transfer into the evaporator where juice becomes syrup by melting process. Then differentiate crystals from the evaporated juice by centifugation. Afterwards stores into the container for drying and cooling which renoune as the sugar.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to summarise all stages of the sugar cane manufacturing process, from growing and harvesting through crushing, filtering, evaporation, centrifugation, and finally drying and cooling. However, the overview sentence is grammatically confused and contains ideas that are not directly shown in the diagram, such as the claim that production is done by digital machinery under human observation. Furthermore, while the linear sequence is generally followed, some descriptions lack precision and key relationships between stages are poorly explained, leading to a band score of 5.0.

Coherence and Cohesion — Band 5.0

The response is divided into four short paragraphs, representing an attempt at logical organisation. However, the progression of ideas is frequently disrupted by poor cohesion and abrupt transitions. Cohesive devices are either misused or absent, and referencing is unclear in places (for example, starting sentences with 'Those juice' or 'Those harvested gross'). Paragraphing is somewhat arbitrary, separating closely related ideas awkwardly. Overall, the structural flow is heavily impeded by mechanical errors and awkward referencing, corresponding to a band 5.0.

Lexical Resource — Band 5.0

The vocabulary range is limited and severely impacted by frequent word choice and spelling errors. Examples include 'inspecific' instead of 'specific', 'possibally', 'obsevation', 'time taking', 'grew' instead of 'grow', 'farmars', 'gross' instead of 'crops', 'speciallised', 'sterilies', 'Limestrone', 'centifugation', and 'renoune'. While the student attempts subject-specific vocabulary such as 'evaporator', 'centrifuge', and 'crystals', the high density of basic spelling and lexical errors causes significant strain for the reader, placing this at band 4.5, rounded to 5.0.

Grammatical Range and Accuracy — Band 5.0

The writer attempts a mix of simple and complex sentence structures, but control over grammar and punctuation is weak throughout. There are frequent, noticeable errors in verb tenses, subject-verb agreement, and word forms (e.g., 'The illustration demonstrate', 'have to grew', 'takes one or more then one half year', 'Those juice is sterilies'). Punctuation is also problematic, with run-on phrasing and missing commas. These errors frequently cause difficulty for the reader and prevent the text from achieving a higher band.

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

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