Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-08

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 given diagram illustrates us about , how suger is produced from sugar cane. So , the diagram shows some steps for making suger. The first step shows sugar cane need time to grow maximum around 12-18 months and in second step shows harvasting the crops of sugar cane after get ready , you can do this by using machines or by ownself. Third step shows put the sugar canes in the ctushing machine and get juice of them and in the forth one shows us we need to purify the juice by limestone filter. Fifth step shows after purifying the juice put it in evaporater machine until juice becomes syrup. In the sixth step shows centrifuge method by which seprates the crystals of sugar from the syrup. Here is the last step after seprating the crystals from syrup you need to do two things , firstly you should dry them by using some kind of dry air (hot air ) and after it you put them in a big container and cool them by using some chillers or something like that.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main stages in the correct order, including the 12–18-month growing period, the two harvesting methods, crushing, limestone filtering, evaporation and centrifuging. This gives the reader a basic account of the process. However, the response mainly lists steps rather than selecting and summarising the key features, and it lacks a clear overview of the process from cane to finished sugar. The final stage is also partly invented: the diagram shows drying and cooling, but not hot air, a large container or chillers. Avoid adding details that are not shown, and state the overall transformation and the main stages more concisely.

Coherence and Cohesion: Band 5.5

The stages are presented in the diagram’s sequence, and ordinal markers such as “The first step,” “Third step” and “In the sixth step” help the reader follow the process. However, the response is one long paragraph, so the stages are not grouped into a clear introduction, overview and process description. Repeated use of “step shows” makes the progression mechanical, while phrases such as “Here is the last step” do not create strong links between ideas. Organise the response into paragraphs and use a concise overview before describing the stages. More varied, accurate links such as “After this” or “The resulting syrup then…” would improve flow.

Lexical Resource: Band 5.0

You use several relevant process terms, including “limestone filter,” “evaporator,” “centrifuge” and “crystals,” which help communicate the sequence. However, the vocabulary is limited and some word choices or collocations are inaccurate or informal, such as “illustrates us about,” “by ownself,” “put it in evaporater machine” and “some chillers or something like that.” There are also noticeable spelling errors, including “suger,” “harvasting,” “ctushing” and “seprates.” These reduce precision and make the description less suitable for an academic report. Learn the spelling of key process terms and use neutral verbs such as “passes through,” “is filtered” and “is separated.”

Grammatical Range and Accuracy: Band 5.0

The response attempts to describe a sequence using longer clauses, for example, “after purifying the juice put it in evaporater machine until juice becomes syrup.” However, sentence structures are often faulty, and errors can make relationships between actions unclear. Examples include “The first step shows sugar cane need time to grow” and “in second step shows harvasting,” where the subject and verb pattern is incomplete or incorrect. Articles and verb forms are also frequently missing or inaccurate, as in “get juice of them” and “you need to do two things.” Punctuation is inconsistent, with spaces before commas and several stages joined into long sentences. Use complete passive constructions, such as “The cane is crushed,” and check articles, tense and sentence boundaries.

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