This is a strong "incorrect" response. It's possible for a teacher to focus on the missing normal/gravity forces or the diagram that isn't a typical free-body-diagram. However, the more important story is that the student is not distinguishing momentum and force.  (*would be cleaner if the "leftover momentum" is somehow weaker than the friction force...* -- maybe even make sure here the force is less than friction, so friction is "winning" in the last two diagrams )

This student response identifies the correct forces for the initial push, using a typical free-body diagram, but then has the force from the push stay, and is stronger than friction to keep the box moving forward. (In the last image, I would expect to have the forward force there but almost gone so that it tracks with speed and not acceleration.  But language suggests it comes to a stop)