Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-11-10

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 6.0)

The displayed diagram shows step by step procedure of how the sugar is manufactured from the sugar canes. The diagram shows in total of 7 steps starting from the growing of sugar cane which is then followed by the process of harvesting, crushing, purifying, evaporation, seperation of sugar crystals, and at last drying and cooling which gives the end product that is sugar.

The plan intiates from the cultivation of sugar canes the growth takes around a tenure of 12 to 18 months. After that in the second step the harvesting of the crop is done. There are two methods for croping one is by human labour, and the other one is by advance machines. The process of picking crop by hand is cost efficent. However, this consumes alot of time. On the other hand by machine the process is quite expensive but, it gets the work done by saving alot of time.

The third step is getting the juice by putting sugar canes through a crusher. Moving forward, the the juice is purified by passing through a limestone filter. Carrying on, the juice is heated untill the juice becomes syrup. After that, the the syrup is spun where due to centrifugal force the crystals are seprated from the syrup. The process stops on drying and cooling step where sugar crystals are cooled.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main stages in the correct order and gives a clear overview of the seven-step process, from growing the cane to drying and cooling the sugar. It accurately includes the 12–18-month growing period, both harvesting methods, crushing, limestone filtration, heating, and separation in a centrifuge. This provides a relevant and generally complete account. However, the comparison of hand and mechanical harvesting focuses on cost and speed, details not shown in the diagram, while the diagram’s key distinction is simply that both methods are used. The final stage could also be described more precisely as drying and cooling the separated sugar crystals. The main features are selected well, but a few details are either unsupported or not fully precise.

Coherence and Cohesion: Band 6.5

The response is organised into a clear introduction and overview followed by a chronological account of the process. Sequencing expressions such as “After that,” “The third step,” and “Moving forward” help the reader follow the stages, and the progression from cultivation to the final product is easy to understand. However, several transitions are repetitive, particularly the repeated use of “After that” and “Carrying on,” and the second paragraph shifts into unsupported comparisons of harvesting methods, interrupting the process description. There are also awkward repetitions such as “the the juice” and “the juice” in consecutive clauses. More varied, precise linking and tighter paragraph focus would make the cohesion more flexible and less mechanical.

Lexical Resource: Band 6.0

The response uses an adequate range of process vocabulary, including “cultivation,” “limestone filter,” “syrup,” and “centrifugal force,” which helps communicate the stages. It also attempts less common expressions such as “cost efficient” and “mechanical.” However, several choices are inaccurate or unnatural for this task: “plan initiates” is not a natural way to introduce a process, “tenure” is unsuitable for a growth period, and “croping” and “seprated” are misspelled. “Advance machines” and “gets the work done” are also imprecise or informal. These issues do not prevent understanding, but more accurate collocations and careful spelling would improve precision and control.

Grammatical Range and Accuracy: Band 5.5

There is a mix of simple and more complex sentence forms, and the sequence is generally understandable. For example, the opening sentence summarises the stages, while “After that in the second step…” introduces a longer construction. However, some sentence structures and punctuation are faulty. The opening phrase “step by step procedure” needs an article, and “The plan intiates from the cultivation of sugar canes the growth takes…” joins two independent clauses without suitable punctuation or a conjunction. The sentence beginning “There are two methods” also contains an awkward construction, and commas are misplaced in “expensive but, it gets…”. Repeated words such as “the the” further affect accuracy. Review sentence boundaries, articles, and punctuation while retaining the range of structures attempted.

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