Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-11-06

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 5.5)

The diagram below describes the manufacturing process for making sugar from sugar cane.

Very first, this process shows that how much time it takes to sugar cane to grow and then crushing process and how it goes through the evaporator.

Moreover, sugar cane takes 12-18 months to grow like 1 and a half year.After that the process of harvesting start using cutting machine or farmers do it with their own hand.Right after that the crushing of sugar canes starts where the crushing machine separates the sugar cane juice from the sticks.Purifying juice the limes stone filter it purifies the juice and sends it to the evaporator where the juice converts into the syrup.

Lastly, Centrifuges It separates sugar crystals from the syrup as it comes from the evaporator.The last process of sugar is drying and cooling sugar when the centrifuge separates sugar crystals from syrup it goes directly to a metal drum or something to cool and dry the sugar.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main sequence from growing and harvesting through crushing, purification, evaporation, centrifuging, and drying. The growth period of 12–18 months and the two harvesting methods are accurately included, and the account explains that juice becomes syrup before sugar crystals are separated. However, there is no clear overview of the process as a whole; the opening instead says it shows “how much time it takes” and mentions only selected stages. Some details are unclear or unsupported: the final stage is described as a “metal drum or something,” whereas the diagram simply shows drying and cooling in a cylinder. To strengthen the response, give a concise overview of the linear process and describe each stage precisely, without speculation.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and time and sequence markers such as “After that,” “Right after that,” and “Lastly” help the reader follow the process. However, the response has little paragraph development: the opening does not function as a clear overview, and most of the process is compressed into one long paragraph. Some links are awkward or unclear, particularly “Purifying juice the limes stone filter it purifies the juice,” while the final sentence repeats the separation of crystals from syrup. Organise the response into a brief introduction and overview followed by logically grouped stages, and use linking phrases only where they clarify the relationship between steps.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “crushing,” “filter,” “evaporator,” “syrup,” and “centrifuges,” so the reader can identify the main operations. However, the range is limited and several choices are imprecise or informal. “Cutting machine” is less accurate than “mechanical harvester,” “limes stone filter” is an inaccurate rendering of “limestone filter,” and “metal drum or something” is too vague for an academic process description. There is also repetition of “sugar crystals” and “syrup.” Aim for precise names for equipment and materials, and vary verbs such as “separates,” “filters,” and “converts” where appropriate.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences to connect stages, for example, explaining that the juice passes through purification and then to the evaporator. However, the range is limited, and errors in sentence structure, verb forms, articles, and punctuation are frequent enough to make parts difficult to read. Examples include “shows that how much time it takes to sugar cane to grow,” “the process of harvesting start,” and “the limes stone filter it purifies the juice.” The final sentence also runs several ideas together without clear punctuation. Practise building accurate simple sentences first, then combine them with controlled clauses, checking subject–verb agreement and sentence boundaries.

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