Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-02

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)

In the first step sugarcane starts growing which almost takes 12-18 months to get ready for the harvesting qhich has two types in many areas people harvest the sugarcane by their selfs and many of the people use heavy machiens so that it can be done faster it is very interesting process as it takes less time and then the sugarcane is sent for crushing a tool is used to crush shugar cane and take juice out of it this process is repeated two or three times so that all the juice from sugarcane is extracted in tye next step a lime stone filter is used to purify the juice properly and when the juice is purifyied it is sent in evaporator so that the juice can turn into a thick syrup this process is done on high temprature to get the sugar crystals out from the syrup and then it is stored for cooling process and then it is avalible in the markeet

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially because it presents a limited and mechanical overview of the sugar manufacturing process. While the writer attempts to describe the stages from growing to the final product, the ideas are under-developed and lack a proper introduction or clear overview of the main features. Furthermore, some details are slightly inaccurate or based on personal assumptions not found in the diagram, such as stating that 'a tool is used to crush shugar cane' during the crushing stage when the graphic clearly shows a mechanical crusher. To move to a higher level, the writer needs to present a clear overarching summary of the entire process and extend the descriptions of key stages with greater accuracy and objectivity.

Coherence and Cohesion: Band 5.0

The response shows some basic organization, but there is no clear overall progression due to the complete lack of paragraphing. The entire text is written as one long, continuous block of text, which makes the progression difficult to follow. Additionally, cohesive devices are largely inadequate or repetitive, with the writer relying excessively on run-on sentences and conjunctions like 'and then' to link ideas. Referencing is sometimes unclear, such as the ambiguous transitions between the crushing, purifying, and evaporating stages. To improve cohesion, the text must be broken down into logical paragraphs, and a wider range of appropriate cohesive links should be used to guide the reader smoothly through the sequence of steps.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The writer demonstrates some attempt to use less common vocabulary related to the process, such as 'sugarcane', 'harvesting', 'crushing', 'purify', and 'evaporator', but these are accompanied by noticeable errors in word form, spelling, and word choice, such as 'machiens', 'lime stone', 'temprature', and 'markeet'. Furthermore, there is unnecessary conversational language like 'it is very interesting process'. These lexical errors and limitations cause occasional strain for the reader. To achieve a higher band, the writer must expand their vocabulary range, improve spelling accuracy, and use precise technical terms appropriate for describing a manufacturing process.

Grammatical Range and Accuracy: Band 4.5

The response exhibits a very limited range of sentence structures, consisting mostly of simple sentences joined loosely together into lengthy run-on structures. There is a complete lack of punctuation, such as periods and capital letters, which makes the entire text read as one giant sentence and severely disrupts readability. While there are a few basic verb forms used correctly, attempts at complex sentences are generally faulty or absent. Frequent structural and punctuation errors cause significant difficulty for the reader throughout the text. To progress, the writer must focus on using correct sentence boundaries, mastering basic punctuation rules, and incorporating a greater variety of grammatical structures with improved accuracy.

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

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