Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-08-11

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 diagram illustrates how sugar is produced from sugar cane.

overall, it is clear that the process is the combination of man-made and natural stages. There are three main stages in this process: beginning with growing sugar cane and harvesting by hand and machine, followed by crushing and purifying juice, and ending with heating, collected drying and cooling sugar.

coming to the natural stages, Sugar cane was planting and growing in the filed almost 12-18 months, after that this are harvested by hand or machine. From that machinery processing start, sugar cane crushed by the big crushing ruler machine and collected juice into a big dram. Then collecting juice was purifying by limestone filter.

Taking this sugar cane juice in a big pot and heating this juice. After a long time boiling the water from the juice was evaporator and became syrup. Then this sugar syrup was separated by centrifuge machine and collected crystals from syrup. At the end, drying this crystals and cooling them and this was then ready for consumption.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the sugar production process, from cultivation to the final product. You have identified the key steps, such as harvesting, crushing, purifying, heating, and centrifuging. However, the overview is slightly weak; while you mention the process involves natural and man-made stages, it would be more effective to highlight the transition from raw material to refined product. Some details are slightly under-developed, such as the specific role of the centrifuge, which is described simply as separating syrup. Overall, the response addresses the requirements of the task well, providing a clear summary of the process flow.

Coherence and Cohesion — Band 6.0

The essay is logically organized into paragraphs that follow the chronological order of the process. You use some cohesive devices like 'beginning with', 'after that', and 'at the end' to guide the reader. However, the use of cohesive devices is sometimes mechanical or repetitive. For instance, the transition between paragraphs could be smoother. Additionally, there are some minor issues with referencing, such as 'this are harvested' and 'this was then ready', where the pronoun usage is slightly awkward. Paragraphing is present, but the flow between the introduction and the body could be more sophisticated.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using process-specific terms like 'harvested', 'purifying', 'evaporator', 'syrup', and 'centrifuge'. However, there are several word-choice errors and awkward collocations, such as 'collected drying and cooling sugar' and 'crushing ruler machine'. Some phrasing is non-standard, such as 'Sugar cane was planting' instead of 'Sugar cane is planted'. While the vocabulary is sufficient to convey the meaning, it lacks the precision and flexibility required for a higher band score. Improving your control over word forms and collocations will significantly enhance your writing.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors throughout the text, particularly regarding verb tenses and subject-verb agreement. Examples include 'Sugar cane was planting' (passive voice error), 'this are harvested' (plural agreement error), and 'collecting juice was purifying' (incorrect passive construction). Punctuation is generally functional, but the sentence structure is often repetitive. While these errors do not completely impede communication, they are frequent enough to suggest a limited control over complex grammatical structures, which prevents the essay from reaching a higher band.

See this exact question answered at other band scores — the same prompt compared across bands.

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