Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-08-31

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 illustrate the process of manufacturing sugar from the sugar cane.Its starting point is to grow plant and where it is cooled for further purposes,the ending point. This whole process consist of seven further parts which have there own importance .

Turning to the details, It starts from growing sugarcane which take a time lap of 12-18 months while it is fully grown then it is harvested by different methods like hands and the big machine. After that they are crushed for there juice which goes through filtration for removing unwanted parts of plant and unwanted particals.

Switching to another part Then the further process occurs, where stored liqued if pored in a container known as evaporator which changes juice into syrup by heat flames under, centrifuge is done that makes sugar crystals from the syrup. It is the point where whole part conclude whole the crystals are stored for cooling and drying them.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the sugar production process, from growing to final storage. However, the overview is weak; the introduction is slightly inaccurate, and the conclusion is confusingly phrased. While the key stages are identified, the description of the 'evaporator' and 'centrifuge' stages lacks precision. The response would benefit from a clearer summary of the overall process in the introduction and a more logical grouping of the stages to ensure the reader can easily follow the transformation from raw material to finished product.

Coherence and Cohesion — Band 5.5

The essay is divided into paragraphs, which helps the reader navigate the text. However, the use of cohesive devices is often mechanical or inaccurate, such as 'Switching to another part Then the further process occurs'. The progression of ideas is sometimes disjointed, particularly in the final paragraph where the transition from the centrifuge to the final storage is abrupt. Referencing is occasionally unclear, making it difficult to determine exactly what some pronouns refer to. More varied and natural linking words would improve the flow.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task but lacks the precision required for a higher band. There are several spelling errors, such as 'particals' instead of 'particles' and 'liqued' instead of 'liquid'. Additionally, word choice is sometimes imprecise, such as 'time lap' instead of 'period' or 'duration'. While the student attempts to use technical terms like 'evaporator' and 'centrifuge', the overall range is limited, and the errors in spelling and collocation occasionally distract the reader.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that affect clarity. Issues include subject-verb agreement (e.g., 'The diagram illustrate'), incorrect use of articles, and awkward phrasing (e.g., 'under, centrifuge is done'). Punctuation is also inconsistent, with missing spaces after commas and run-on sentences. While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher band. Focusing on basic sentence construction and proofreading for small errors would be beneficial.

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