Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-04

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 shows the process of making suger. How to make a suger after many process. Suger is need of evey home. In this paragraph i try to explain how to make a suger.

The step is started by growing of suger canes. The farmer grow up the suger canes. Then it for harvest , farmer cutting the suger canes by hand or some machines. After the cutting, then it putting in the machine for crushing to get a juice of suger canes.The juice put in the purifying juice to filter it and remove the waste. The juice put in drams to make a eveporator and provide heat to made a evaporate.

Then it send to centrifuge to seperate suger crastals from to syrup. It clean the suger and remove the weste of suger canes. Then it transfer in drams to dry and cool the suger. After all the process make a suger that everybody use in daliy life.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main stages in the correct order, from growing and harvesting cane through crushing, purification, evaporation, centrifuging, and drying and cooling. You also include the diagram’s two harvesting methods and explain that the centrifuge separates crystals from syrup. However, the response only partially fulfils the task because it lacks a clear overview of the process as a whole and gives limited, sometimes inaccurate detail. For example, the diagram specifies that cane grows for 12–18 months, but this is omitted; the evaporator turns juice into syrup, rather than simply “provide heat to made a evaporate.” The claims that the process removes “waste” and that sugar is needed in every home add little relevant process information. Focus on the key transformations and include a concise overview.

Coherence and Cohesion: Band 5.5

The stages are generally presented in sequence, and words such as “Then” and “After” help the reader follow the process. The response also moves from the initial growing stage to the final drying and cooling stage, so there is some overall organisation. However, the opening contains several sentences about explaining sugar and its use rather than establishing a clear overview, and the body is presented as one long paragraph. Some links are repetitive or awkward, as in “Then it for harvest” and “After the cutting, then it putting.” Group the introduction and overview separately from the process details, and use clear stage-to-stage links without repeating “then.”

Lexical Resource: Band 4.5

You use some relevant process vocabulary, including “crushing,” “purifying,” “centrifuge,” “crystals,” and “syrup,” which helps communicate the main sequence. However, the range is limited and several spelling and word-choice errors make the description less clear, including repeated misspellings of “sugar,” “suger crastals,” “weste,” and “daliy.” Some expressions are also imprecise or unnatural, such as “make a evaporate” and “clean the sugar.” Use the diagram’s exact process terms where possible and check spelling carefully. More precise verbs for what happens at each stage would make the account clearer and reduce repetition of “make” and “put.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence using simple clauses and some linking structures, and the reader can usually infer the intended order. However, the range of sentence structures is limited, and frequent errors in verb forms, agreement, articles, and sentence construction sometimes make the process difficult to follow. Examples include “The farmer grow up,” “Then it for harvest,” “it putting in the machine,” and “The juice put in the purifying juice.” The final sentence, “After all the process make a suger,” also lacks a clear grammatical structure. Practise forming accurate passive sentences for process descriptions, such as “The cane is crushed” and “The juice is heated,” and check subject–verb agreement and articles.

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