Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-09-21

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)

Making sugar from sugar cane is an ancient method. specially in the rural areas it is very common method. it is a long and time taking procedure. From growing to making sugar from sugar cane, it takes a much efforts and time. Here i wil explain the method step by step. Firstly the sugar canes are grown in the summer weather. it takes about 12 to 18 months to grow as a full sugarcane plants. Then it is harvested by using the harvester or cutter. After that sugar canes are cleaned from extra leaves by using the cutter and then it crushed by using the grinder to get the juice of it. After making the juice it is purified with limestone filter to remove dirt and other extra ingredients from the juice. Some people add the lime powder only to filter out the juice. After that the juice is filled in a container and it is given by a large amount of heat to convert the juice into serup through eveporation. Then after serup is let to dry and crystals of sugar are seprated out and cold out. Then it is transfered to the stores for selling thus a technique and popular method to convert sugar cane into sugar.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover the stages of the sugar cane manufacturing process, from growing to storage, successfully noting the 12 to 18 months duration, harvesting, crushing, purifying, evaporating, and centrifuging. However, the tone and structure are inappropriate for an Academic Task 1 report, reading more like an informal essay with personal commentary ('Here i wil explain the method step by step'). Furthermore, there is no clear overview paragraph summarising the main stages or the cyclic nature of the process. Important details, such as the two harvesting methods (manual and mechanical) and the separation of sugar crystals from syrup, are described rather simplistically. Because the response addresses the prompt overall but lacks academic register, a clear overview, and fully developed reporting features, it fits the Band 5 descriptor profile well.

Coherence and Cohesion — Band 5.0

The text suffers significantly from a lack of proper paragraphing, as it is written in one continuous block of text rather than distinct paragraphs for the introduction, main body stages, and conclusion. While basic cohesive devices and sequential markers are used (e.g., 'Firstly', 'Then', 'After that'), the lack of paragraph breaks creates a dense visual layout that hinders easy reading. Progression is somewhat linear because it follows the diagram sequentially, but the overall structural organisation is weak and fails to present information in clearly demarcated sections. Pronoun referencing and referencing cohesion are also occasionally faulty, such as 'it is given by a large amount of heat'. These features align with Band 5.

Lexical Resource — Band 5.0

The student uses a limited and repetitive vocabulary range appropriate for basic descriptions, with frequent spelling mistakes ('specially', 'serup', 'eveporation', 'seprated', 'cold out', 'transfered') and word-form errors (e.g., 'takes a much efforts', 'time taking procedure'). While some process-related terms are present ('harvested', 'crushed', 'purified', 'crystals'), attempts at less common vocabulary often result in unnatural collocations or non-standard English ('a long and time taking procedure', 'extra ingredients'). Vocabulary errors frequently occur and sometimes distract the reader, though they do not completely obscure the overall meaning of the process steps. This corresponds closely to a Band 5 level.

Grammatical Range and Accuracy — Band 5.0

The writer demonstrates a limited range of grammatical structures, relying heavily on simple sentences and basic active voice constructions (e.g., 'the sugar canes are grown', 'Then it is harvested'). When more complex structures or passive forms are attempted, errors become frequent, such as preposition misuse ('it is given by a large amount of heat') and missing articles. Punctuation and capitalization are poorly controlled throughout the text; sentences frequently begin with lowercase letters ('specially', 'it is', 'here i wil') and comma splices or run-on sentences are common due to missing terminal punctuation. These persistent grammatical and mechanical errors place the response firmly in the Band 5 category.

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

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