Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-31

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 illustrates the sugar producing process from sugar cane and it's present avery particular step the processing of sugar.

Overall , it is clear that thare are huge processing uses for sugar refining process, seven step flowing for it.

Firstly, the sugar canes planting for over the year then it's harvesting by farmer it's a traditional method, after that it's prepared for crushing and converted juice thats a very redical changes. The 4th stage juice purifying by the limestone filter prepared for heating and used Evaporator ,after that the joice becomes syrup. The next step is extreamly complex , centrifuge machines introduce sugar and this peocess almost complete sugar for using. When complete the sugar making process in that's time it also try to processing for drying and cooling and finally the sugar is ready for selling.This is whole process of produce sugar from sugar cane .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as having seven stages and mention several relevant steps, including harvesting, crushing, purification, evaporation, centrifuging, and drying and cooling. However, the account is only partial: it omits the stated growing period of 12–18 months and does not explain that harvesting can be done mechanically or by hand. Some descriptions are unclear or inaccurate, such as saying the centrifuge “introduce sugar” rather than separates crystals from syrup. The overview, “huge processing uses,” does not clearly summarise the process’s main features. The response is also two words below the required minimum. To strengthen the report, give a concise, accurate overview and describe each stage in sequence, including the two harvesting methods and the final product.

Coherence and Cohesion: Band 5.5

The response has a basic overall sequence, signalled by “Firstly,” “after that,” “The next step,” and “finally,” so the reader can follow the general movement from cane to sugar. The opening, overview, and process description also provide some paragraph-level organisation. However, progression is weakened by long, crowded sentences that combine several stages, particularly the sentence beginning “The 4th stage juice purifying.” Some links are unclear, and the conclusion repeats the process rather than adding a useful final point. Use one paragraph for a clear overview and another to group the stages in order; then connect each stage with accurate, varied transitions and clearer sentence boundaries.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “limestone filter,” “Evaporator,” “syrup,” “centrifuge,” and “drying and cooling.” This shows an attempt to describe the diagram rather than relying entirely on general language. However, vocabulary is limited and several word choices or spellings make the meaning difficult to follow: “avery particular step,” “redical changes,” “joice,” and “peocess.” Phrases such as “huge processing uses” and “complete sugar for using” are not natural descriptions of the stages. Build a bank of accurate process verbs and collocations, such as “is filtered,” “is heated,” and “crystals are separated from the syrup,” and check spelling and word forms before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, but control of sentence structure is inconsistent, and errors frequently make relationships between stages unclear. For example, “The 4th stage juice purifying by the limestone filter prepared for heating” lacks a clear subject and correctly formed verbs. In “the sugar canes planting … then it's harvesting,” the passive forms are missing, while “it's present” does not agree with the intended subject. Articles, punctuation, and sentence boundaries also need attention; the opening contains an incorrect apostrophe and the final sentence runs into the preceding one. Practise accurate passive constructions for processes—“The cane is harvested,” “The juice is purified”—and use shorter sentences before attempting more complex links.

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