Band 6.0 IELTS Writing Task 1 Model Answer

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

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 provided process diagram outlines the steps of creating sugar from sugar cane .

Overall, a glance at the process shows steps of making sugar start with growing sugar canes in the farmes and after some process it end with separates sugar crystals from syrup .

By analysing the stages ,it can be seen that first sugar canes growes for around 12 to 18 months in the farmes . Following that farmers harvest all the sugar canes either by manally or through machines . After that , harvested sugar canes went into crushing process . conseqentaly , sugar canes converted into juice after crushing .

In next following stage , that juice go to purifying process , where it went through limestone filter .Next ,that purifyed juice went to heating stage ,where due to the heat juice becomes syrup . After that , centrifuge separates sugar crystals from syrup . eventully , the process conclused with drying and cooling the sugar .

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the full sequence and includes the key duration of 12 to 18 months, both harvesting methods, and the main transformations from cane to juice, syrup, and sugar. The overview also identifies the process’s beginning and end, which gives the reader a useful summary. Most details match the diagram, although the overview’s phrase “end with separates sugar crystals from syrup” is imprecise: separation occurs at the centrifuge, before the final drying and cooling stage. The account could also describe the limestone filter and heating more precisely. To strengthen the response, make the overview clearly state that this is a linear, seven-stage process and distinguish the separation stage from the final treatment of the sugar. Some features are reported more fully than others, but the task is addressed overall.

Coherence and Cohesion: Band 6.5

The stages are presented in the correct order, and the response uses a clear introduction, overview, and process description. Sequencing expressions such as “Following that,” “After that,” and “Next” help the reader follow the production line. This provides coherent overall organisation, though the repeated use of similar transitions makes the progression somewhat mechanical. Paragraphing is also uneven: the overview is separated, but nearly all detailed stages are placed in one long paragraph. Some links between stages could be made more smoothly, and punctuation spacing occasionally interrupts the flow. Grouping the early stages (growing through purification) separately from the later stages (evaporation through drying) would make the structure easier to scan, while varying transitions or using clearer references such as “the resulting juice” would improve cohesion.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “harvest,” “crushing,” “limestone filter,” “centrifuge,” and “drying and cooling,” so the reader can understand the main operations. However, the range is limited and several word-choice, form, and spelling errors reduce precision: “creating sugar” is less natural than “producing sugar,” “manally” is misspelled, and “conclused” is not the correct form. Phrases such as “in the farmes” and “went into crushing process” are also awkward. These errors do not prevent understanding, but they make the description less fluent and exact. Build a bank of accurate process collocations and check spelling and word forms carefully; this will help you describe transformations more naturally without relying on repeated general words such as “process” and “stage.”

Grammatical Range and Accuracy: Band 5.5

There is an attempt to use both simple and more complex structures, including clauses with “where” and a sequence of past-tense descriptions. The overall meaning remains understandable, but grammatical control is inconsistent. For example, “sugar canes growes” has incorrect subject–verb agreement and verb form, while “that juice go to purifying process” has an incorrect verb form and missing article. Tense also shifts awkwardly in “harvested sugar canes went into crushing process,” and the overview phrase “it end with separates” does not form a grammatical clause. Articles, plurals, and sentence punctuation need more consistent attention. Practise describing processes with a reliable present-simple pattern, such as “The cane is crushed, producing juice,” and check each sentence for a clear subject and correctly formed verb.

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