Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

Given process shows seven steps of producing sugar from its raw material sugar cane.

The process contain growing of sugar cane to its methods of harvesting and making sugar with several steps following where it goes under several pressures and temperature.

Farmers plant and nurture sugar cane plants in their farms and after a year and half it get ready to harvest. Crop cutting done with several methods like cutting plants with hand and another one by using is harvesting machines. In third step sugar cane ready sticks goes into a machine and get the juice separate from the fibers. In the next step juice get purified with the help pf limestone filter and sugar cane juice get ready for further process to transfer in the sugar.

In the upcoming step purified juice goes in to an evaporator where it gets thicker transform in to a syrup. In the sixth step centrifuge process take place, in this part of the process sugar crystals get defined from the syrup. The final step is drying and cooling of the sugar.

In the seven steps process of making sugar from the sugar cane, each step has it's own importance and every step is crucial for making.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers all stages of the sugar production process, from cultivation to the final cooling phase. The main features are identified, and the sequence is logical. However, the response lacks a clear overview or summary of the process, which is a key requirement for Task 1. While the steps are described, the description is somewhat repetitive and lacks the analytical tone expected in an academic report. The inclusion of personal commentary at the end, stating that 'each step has its own importance,' is unnecessary and does not contribute to the objective summary of the diagram.

Coherence and Cohesion — Band 6.0

The response is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'In the next step', 'In the upcoming step', 'In the sixth step'). The progression of ideas is clear, but the transitions between sentences could be more varied to improve the flow. Referencing is generally clear, though some sentences are slightly disjointed due to the limited range of linking words used throughout the text.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks the precision and variety required for a higher band. There are several instances of awkward phrasing and word choice, such as 'ready sticks goes into a machine' and 'get the juice separate from the fibers.' The student relies on basic verbs like 'get' and 'making' rather than more precise technical terminology appropriate for a process description. Spelling errors, such as 'pf' instead of 'of', also detract from the overall quality of the writing.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include subject-verb agreement issues ('juice get purified', 'process take place') and incorrect verb forms ('sugar cane ready sticks goes'). Punctuation is generally functional, but the sentence structure is often repetitive. While the meaning is usually conveyed, the high frequency of minor grammatical slips prevents the response from reaching a higher band score.

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

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