Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-09-21

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 process diagram illustrates a stepwise mechanism of how sugar is produced from the sugarcane.

Overall, the whole process begins with the growth of sugarcne.After harvesting,it is crushed to make juice which is then purified by filter before the initiation of evaporation process.At the end, after the centrifugation,sugar crystals are dried and cooled.

An analysis of the diagram shows that sugarcane is first grown for a period of 1 to 1.5 years before cutting it both physically as well as with the help of tractor.After that, these sugarcanes are crushed in a machine to get juice which is then purified with the help of a limestone filter.Moreover, this juice is heated to complete the step of evaporation in which it is converted to a syrup.Following that, the syrup is centrifuged by a method in which sugar crystals are separated from it.Lastly, after following the process of drying and cooling, it becomes ready.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully addresses all parts of the prompt by summarising the main features of the sugar manufacturing process from start to finish. The overview paragraph effectively highlights the key stages, mentioning growth, harvesting, crushing, purifying, evaporating, centrifuging, and drying/cooling. The body paragraph expands upon these steps with accurate references to the visual data, noting the 1 to 1.5 year growing period, manual and tractor harvesting, limestone filtration, heat evaporation, and crystal separation. There are minor typos such as 'sugarcne' and missing spaces after punctuation, but the core information is presented logically and fully covers the visual diagram without omitting essential stages.

Coherence and Cohesion — Band 6.0

The response is clearly organised into an introduction, an overview, and a main body paragraph detailing the process sequence. Cohesive devices are used effectively to guide the reader through the linear stages, employing transitional phrases such as 'Overall', 'After harvesting', 'At the end', 'After that', 'Moreover', 'Following that', and 'Lastly'. Paragraphing is logical, separating the general summary from the detailed description. However, the connection of clauses within sentences occasionally feels slightly repetitive due to frequent reliance on time-sequence markers, and minor punctuation spacing errors (e.g., missing spaces after commas and periods) slightly disrupt the visual flow of the text.

Lexical Resource — Band 5.5

The student demonstrates an adequate range of vocabulary suitable for a process description, successfully incorporating subject-specific terms such as 'stepwise mechanism', 'sugarcane', 'crushed', 'purified', 'limestone filter', 'evaporation', 'syrup', 'centrifuged', and 'sugar crystals'. Less common vocabulary is attempted with reasonable success, though there are minor word-form or spelling inaccuracies, such as 'sugarcne' and the slightly awkward phrasing 'cutting it both physically as well as with the help of tractor'. Despite these minor slips, the vocabulary is sufficient to convey the process clearly and precisely without impeding communication.

Grammatical Range and Accuracy — Band 6.0

The writing demonstrates a mix of simple and complex sentence structures, incorporating passive voice constructions which are appropriate for a scientific or industrial process description (e.g., 'is crushed to make juice which is then purified', 'is heated to complete the step', 'sugar crystals are separated'). While there are frequent error-free clauses, mechanical errors related to punctuation spacing are present throughout the text (e.g., 'sugarcne.After', 'harvesting,it', 'filter before'). Furthermore, minor prepositional or article slips occur, such as 'with the help of tractor' instead of 'a tractor'. These errors are non-systematic and do not impede the reader's understanding.

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