Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-15

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 show how the process works for making sugar from sugar cane. First they start implant the seeds and give water to the plants. Sugar cane start growing in between 12-18 months. Then they start spend money on tractor,cutting mashions which is use for sugar cane harvesting.They also need labors how help them to harvesting.After that they took all the sugar cane on sugar mills , they start crushing the sugar cane for get the juice, after they use limestone filter for juice make it juice purifying. Then the start pure the all juice in evaporator to make juice becomes in syrup, and they start centrifuge it means they separates all the sugar crystals from the syrup and then they start drying it and make it cooling how enhance the sugar quality and shining and they start good packing of sugar to sell it in the markets and after that we get a sugar with a good quality.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the overall subject and report several central stages, including harvesting, crushing, filtering, evaporation, centrifuging, and drying. The growing period is also accurately given as 12–18 months. However, the account only partially covers the diagram: it adds unsupported details such as planting seeds, watering, spending money on equipment, packing, and selling the sugar. The diagram shows two harvesting methods, but these are not clearly described as alternatives, and the final product is simply sugar after drying and cooling. The overview is not clearly separated from the stage-by-stage account, and some process details are unclear. Focus on what the diagram actually depicts and summarise the sequence without adding assumptions.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and words such as “First,” “Then,” and “After that” help the reader follow the process. This gives the response some overall organisation. However, nearly all the information is placed in one long sequence, with little paragraphing or clear distinction between an overview and the detailed stages. The repeated use of “they start” makes the progression mechanical, while some links are difficult to follow, particularly “after they use limestone filter for juice make it juice purifying.” Group the growing and harvesting stages, then describe processing in a separate paragraph. Use a concise overview and vary linking expressions so that relationships between stages are clearer.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “crushing,” “limestone filter,” “evaporator,” “syrup,” and “sugar crystals.” These terms show an attempt to describe the diagram rather than relying entirely on general language. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the meaning difficult to understand. For example, “implant the seeds,” “pure the all juice,” and “make it cooling” do not express the intended process naturally. “Cutting mashions” also contains a spelling error. Choose precise process verbs and check common collocations; avoid adding vague claims such as “good quality and shining” when these are not shown in the diagram.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several stages in longer sentences, but the range of sentence structures is limited and these attempts are often faulty. Errors in verb forms and agreement occur throughout, as in “the diagram show,” “Sugar cane start growing,” and “they start spend money.” Articles and sentence construction are also inconsistent, and the long chain of clauses joined by commas makes some relationships hard to interpret. The reader can usually infer the intended sequence, but errors sometimes interfere with clarity. Practise writing short, complete sentences with a consistent present simple tense, such as “The cane is harvested and then crushed to extract the juice.” Check subject–verb agreement and punctuation before combining stages.

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