Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-08-28

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 chart illustrates the different steps of manufacturing process of making sugar and how it produced from sugar cane.

Overall, chart shows the seven different steps. In the beginning sugar cane growing in the field then cut harvesting of sugar. In the end sugar cane put into box for drying and cooling.

To begin with, sugar canes is growing in the field around 12-18 months. then it harvesting by hands or machinery. After that sugar canes crushed by crushing machine, it helps to make juice of sugar canes. Forth step, it goes for purifying in Limestone filter they out in the down side fresh juice.

Turning to the next process steps. after purifying juice, evaporator make juice becomes syrup on the heat. In addition, centrifuge separates sugar crystals from syrup. Last step, sugar canes put into box for drying and cooling. after sugar canes full process completed, it is ready for using in daily lives.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the sugar manufacturing process, from growing to the final product. However, the description is somewhat mechanical and lacks a clear overview of the process as a whole. While the key steps are identified, the explanation of the 'purifying' and 'evaporator' stages is slightly underdeveloped and lacks precision. The summary of the process is accurate, but it would benefit from a more sophisticated synthesis of the information rather than simply listing the steps in chronological order. The response meets the requirements of the task by reporting the main features.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is often repetitive or mechanical, such as the frequent use of 'then', 'after that', and 'next'. Some transitions are awkward, such as 'Forth step' and 'Turning to the next process steps', which disrupts the flow. Referencing is occasionally unclear, particularly when the text refers to 'it' or 'they' without a clear antecedent. The overall progression is logical, but the lack of varied linking words makes the writing feel somewhat disjointed.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks the precision and variety expected at higher bands. There are several instances of awkward phrasing and word choice errors, such as 'diagram chart' (redundant), 'they out in the down side' (unclear), and 'ready for using in daily lives'. The student relies on basic terminology and struggles to describe the technical aspects of the process accurately. To improve, the student should focus on using more precise verbs and nouns related to industrial processes, such as 'extract', 'refine', and 'crystallization', rather than relying on general terms.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede the clarity of the message. There are consistent issues with subject-verb agreement (e.g., 'sugar canes is growing', 'evaporator make juice') and article usage. Sentence structures are mostly simple, and attempts at complex sentences are often marred by errors in punctuation and word order. For example, 'In the beginning sugar cane growing in the field then cut harvesting of sugar' is a run-on sentence with incorrect verb forms. A greater focus on basic sentence construction and proofreading for verb tenses is necessary.

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

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