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 illustrate the manufacturing process for making sugar from sugar cane.

It shows that growing palnt of sugar cane is taking a lot of time

Overall, it is noticeable that plants of sugar cane plays an insurmountable role in manufacturing sugar. Firstly, the plant of sugra cane take 12-18 months for growing after passes it from several steps lastly, sugar cruytals are separates from syrup and then dried out.

It is evident that plants of sugar cane is grows for almost 18 months and then harvesting by hands or machine and after that juice is squeez by crushing and then by limestone filter, purify the juice then by evaporating it juice becomes syrup and then by centrifuge sugar crystals are se[arates from syrup and drying it finally the sugar is manufactured.

A closer look reveals that in the past after grwimg of sugar cane farmers harvesting it by hand but now in this modern era innovative machinery is used for harvesting.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages from growing sugar cane through harvesting, crushing, purification, evaporation, centrifuging, and final drying. The overview also identifies the long growing period and the separation of crystals from syrup, which helps summarise the process. Most details match the diagram, including the 12–18 months and the two harvesting methods. However, the claim that hand harvesting happened “in the past” while machinery is used “now” is not shown; the diagram presents both methods without a time comparison. Some stages are also compressed or unclear, particularly the final drying and cooling. To strengthen the response, describe the process neutrally and make the overview more precise about its sequence and end product.

Coherence and Cohesion: Band 5.0

The response has an identifiable opening, overview, and description, and the stages are generally presented in the correct order. Sequencing words such as “Firstly,” “after that,” and “finally” help the reader follow the process. However, progression is weakened by repetition: the growing period and several later stages are described more than once, while the final paragraph introduces an unsupported comparison rather than advancing the process account. Some links are also awkward, as in “after passes it from several steps lastly,” and the long sentence beginning “It is evident” contains many stages joined together. Use one clear overview, then group the stages into logically connected paragraphs with concise transitions.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvesting,” “crushing,” “limestone filter,” “evaporating,” “syrup,” and “sugar crystals,” so the reader can identify the main operations. There are also attempts at more formal wording, such as “manufacturing process.” However, spelling and word-choice errors sometimes make the description difficult to read, including “palnt,” “sugra,” “cruytals,” and “se[arates.” Some expressions are unnatural or imprecise, such as “insurmountable role” and “dried out.” Aim for accurate process collocations and check spelling carefully; for example, say that cane is crushed to extract juice and that crystals are separated from syrup.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences that connect several stages, showing some range. The sequence is usually understandable despite grammatical errors. However, errors in verb forms and agreement recur: “The diagram illustrate,” “plants … plays,” and “is grows” do not follow standard subject–verb patterns. Passive forms, which are useful for describing a process, are also often faulty, as in “then harvesting by hands” and “juice is squeez.” Sentence boundaries and punctuation need attention too: the long sentence beginning “It is evident” joins many steps without clear control. Practise accurate passive constructions, such as “the cane is harvested” and “the juice is purified,” and divide complex descriptions into shorter, complete sentences.

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