Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-09-04

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 the step by step manufacturing process of extracting sugar from sugar cane.

Overall, the sugar is produced from a sugar cane through a process. This process is done in seven stages, from growing sugarcane to the final outcome.

First sugarcane is cultivated by farmers and then harvested after it is fully grown. The sugarcane is harvested by either using automated harvesters or by manually done by farmers. Then the fully grown sugarcane is sent to factories for further process. In factories the sugarcane is first crushed by the machines to extract sweet juice from raw sugarcane, then the juice and pulp are separated.

To produce solid sugar from the juice, the juice is purified using limestone filters. Then that purified liquid is heated in evaporators, in this stage the juice is transformed into thick syrup because excess water gets evaporate when it is heated. Then solid sugar crystals are separated by spinning the syrup in wheels, this process is called centrifuge. Finally the separated sugar crystals are dried and cooled. After that sugar is packed and sent to market.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all stages of the process, from cultivation to packaging. The overview is present but slightly weak, as it repeats information already stated in the prompt rather than highlighting the key stages or the nature of the process (e.g., a linear, seven-stage industrial cycle). The description of the steps is accurate and follows the diagram logically. To reach a higher band, the overview should be more analytical, perhaps noting that the process involves both agricultural and mechanical phases, and the conclusion could be more integrated into the final stage description.

Coherence and Cohesion — Band 6.5

The response is logically organized, with a clear progression from the initial harvesting stage to the final packaging. Paragraphing is used effectively to separate the agricultural phase from the factory processing phase. Cohesive devices such as 'First', 'Then', and 'Finally' are used to guide the reader through the steps. However, the flow is occasionally slightly mechanical due to the repetitive use of 'Then' at the start of several sentences. Improving the variety of transition signals would enhance the overall cohesion.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, with relevant technical terms like 'crushed', 'purified', 'evaporators', and 'centrifuge' used correctly. There are some minor inaccuracies, such as 'further process' instead of 'further processing' and 'excess water gets evaporate' instead of 'evaporated'. While the range is sufficient to describe the process clearly, it lacks the more sophisticated collocations or precise descriptive language that would characterize a higher band score. The word choice is generally functional and clear.

Grammatical Range and Accuracy — Band 5.5

The student uses a mix of simple and complex sentence structures. There are some grammatical errors, such as 'manually done by farmers' (should be 'done manually by farmers') and 'excess water gets evaporate' (should be 'is evaporated'). Punctuation is generally functional, though there are a few comma splices, such as '...in wheels, this process is called centrifuge.' Despite these errors, the meaning remains clear throughout the text, and the errors do not impede communication. A wider range of error-free complex structures would be needed for a higher score.

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

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