Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 16 · 2026-07-24

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 6.5)

The diagram shows the different stages of producing sugar from sugar cane.

By looking at the overall, it is clear that there are total 7 steps in manufacturing of sugar, which starts from growing sugar canes and end at drying and cooling of sugar.

To commence with, first of all farmer sowing sugar cones seeds into soil, after 18 months farmers harvest it by the hand and other machines. After that sugar canes crushing through a machine and juice is stored in different container and send for filtration.

Moving ahead, before evaporator in which juice becomes syrup there is a filtration of juice in which a limestone filter machine is used. Moreover, after evaporator there is a centrifuge in which sugar crystals are separated from syrup. Afterwards, at the end there is drying and cooling of sugar. Overall, it is clear that the diagram shows how sugar is produced from sugar cane.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers the main stages of the sugar production process, from growing to the final cooling phase. However, the description is somewhat mechanical and lacks a clear overview of the process as a whole. While the key steps are identified, the response would benefit from a more analytical approach, such as grouping the stages into logical phases (e.g., preparation, extraction, and purification). The inclusion of the final sentence, which repeats the introductory statement, is redundant and does not add value to the task. To improve, focus on synthesizing the information rather than simply listing the steps in chronological order.

Coherence and Cohesion — Band 6.5

The response is organized into paragraphs, which helps the reader follow the sequence of events. Cohesive devices such as 'To commence with', 'Moving ahead', and 'Afterwards' are used to link ideas, although some of these transitions feel a bit mechanical or repetitive. The logical progression is generally clear, but the internal structure of the paragraphs could be improved by using more varied linking phrases to connect the stages of the process more fluidly. The referencing is mostly clear, though the flow between sentences could be smoother to avoid a list-like quality.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to describe the process clearly. There are some inaccuracies in word choice, such as 'sowing sugar cones seeds' (sugar cane is typically planted as cuttings, not seeds) and 'crushing through a machine'. The range of vocabulary is somewhat limited, relying on basic terms like 'machine' and 'container' rather than more precise technical terminology like 'crusher', 'vats', or 'centrifugal machine'. To achieve a higher score, the student should aim to use more specific vocabulary related to industrial processes and improve the accuracy of technical collocations.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. There are several grammatical errors, such as 'there are total 7 steps in manufacturing of sugar' (missing articles) and 'farmers sowing sugar cones seeds' (incorrect verb form). Punctuation is generally functional, but there are instances where sentence boundaries are unclear or run-on sentences occur. While these errors do not significantly impede communication, they are frequent enough to prevent a higher score. Focusing on subject-verb agreement and the correct use of articles would greatly improve the overall accuracy of the writing.

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