Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-08-14

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 flow chart illustrates how the manufacturing process is done for making sugar from sugar cane. It is evident that seven steps are inculcated in it.

To Begin with, it is noticeable that firstly the sugar canes are grown which requires lots of time more than a year .Once grown they are sent for harvesting with the help of tractor and are harvested by the help of farmers .Then, the sugarcanes are crushed with the help of machine and its juice is take out in a separate container. At, this point With the help of limestone filter the juice is being purified. Once all this process is done the juice is being put in a container and is heated to make it a syrup with the help of evaporator. Later sugar crystals are separated from syrup and are centrifuge . Finally the separated sugar from sugar crystals are put in a container and are completely dried and cooled down and the sugar is ready to use.

Significantly it becomes apparent that half of the number of steps are mandatory to get the best quality of sugar.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the sugar production process, from growing to the final product. However, the overview is weak; the final sentence, 'half of the number of steps are mandatory,' is inaccurate and does not reflect the process shown in the diagram. The description of the steps is generally accurate, but the response lacks a clear, cohesive summary of the overall process. To improve, ensure the overview highlights the transformation from raw material to finished product rather than making subjective, unsupported claims about the necessity of the steps.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, but the logical flow is hindered by repetitive sentence structures and mechanical transitions. Phrases like 'To begin with' and 'Then' are used frequently, which makes the progression feel somewhat formulaic. While the sequence of the process is clear, the lack of sophisticated cohesive devices makes the writing feel disjointed. The final paragraph is disconnected from the rest of the report and does not contribute to the overall summary. Improving the use of referencing and varied linking words would enhance the flow.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks precision and variety. There is significant repetition of basic verbs such as 'help' and 'put'. Phrases like 'inculcated in it' are used incorrectly in this context, and 'take out' is too informal for an academic report. While the student successfully uses technical terms like 'centrifuge' and 'evaporator', the overall range is limited. To reach a higher band, focus on using more precise verbs (e.g., 'extracted' instead of 'take out') and avoiding repetitive phrasing.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex structures, but there are frequent grammatical errors. Issues include incorrect passive voice construction ('is being put', 'are centrifuge'), subject-verb agreement errors ('sugar canes are grown which requires'), and awkward punctuation. The use of the passive voice is appropriate for a process description, but the execution is inconsistent. Many sentences are clunky due to these errors, which occasionally distract the reader. Focusing on consistent verb tense and correct passive forms will significantly improve the clarity and accuracy of the writing.

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