Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-08-07
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 illustrates the process of producing of sugar from sugarcane
Two types Overall, there are seven main stages in the production of sugar from sugarcane, beginning with the cultivation of sugarcane and harvesting, and ending with the drying and cooling of the sugar crystals are shown in the figure
In the first step the sugarcane plant grows in the fields for approximately 12-18. Then the step of harvesting, one is plucking by hand which is used by the local farmers and the one's who don't have much resources and couldn't afford heavy machinery. Second is harvesting using harvesters and heavy modern machinery these machines are mostly used in rich farms and the farms owned by big sugar companies. These machines increase the speed and lower's the cost of labour.
Third step is separating of sugarcane juice and waste which is filtered and heated to until juice turns into syrup and then thejpice is placed in a centrifuge which separates the crystals and extra materials from it and these crystals are dried to make sugar.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.0
The response covers the main stages of the process, but it fails to accurately reflect the provided diagram. The student introduces external information not present in the source material, such as the distinction between manual and mechanical harvesting, which is not depicted in the diagram. Furthermore, the description of the process is incomplete, missing key stages like the crushing of the cane and the final packaging. The overview is present but lacks the necessary detail to fully satisfy the requirements of a process description. To improve, focus strictly on the information provided in the diagram and ensure all steps are described in a logical, sequential manner.
Coherence and Cohesion — Band 5.5
The essay is divided into paragraphs, which helps with readability. However, the logical flow is hindered by the inclusion of irrelevant information and awkward phrasing at the beginning of the text, such as 'Two types Overall'. The use of cohesive devices is somewhat mechanical and limited. For example, the transition between the harvesting methods and the processing stages is abrupt. To achieve a higher band, ensure that each paragraph has a clear focus and use a wider variety of linking words to connect ideas more fluidly, rather than relying on simple sequencing words like 'Third step'.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task but lacks the precision required for a technical process description. There are several instances of awkward phrasing and word choice, such as 'the one's who don't have much resources' and 'thejpice'. The range of vocabulary is limited, and the student relies on basic terminology. To improve, focus on using more precise, subject-specific vocabulary related to industrial processes, such as 'extraction', 'purification', 'evaporation', and 'crystallisation', and ensure that spelling is carefully checked to avoid distracting errors.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'producing of sugar', 'lower's the cost', and 'heated to until juice turns'. Subject-verb agreement and article usage are inconsistent throughout the text. While the meaning is generally understandable, the frequency of errors prevents the writing from reaching a higher band. Focus on mastering basic sentence structures and proofreading for common errors like unnecessary apostrophes and incorrect preposition usage.
See this exact question answered at other band scores — the same prompt compared across bands.
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