Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-09-28

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 6.0)

The figure illustrates the complete process of sugar production using sugar cane from growing sugar cane to obtaining dried raw sugar.

This starts with cultivating sugar cane crops on a fertile land and undertaking its care for 12 to 18 months.A well maintained and fertilized crop ensures better quality sugar production.The growth period demands quite a long time and patience before it could be finally turned into final product.The harvesting phase comes next,with two different options.While manual option demands personal harship involving cutting it by hand but the machinery can be used on other hand with little or no discomfort.A harvestor vehicle has proven pretty remarkable for this job.

Afterwards,the stage of transforming sugar cane initiates with sugar cane pieces being put in a crusher to extract the liquid out of it.The liquid is purified with the aid of a limestone filter to eliminate impurities and debris.The juice is heated at high temperature in an evaporator to achieve a syrup which is spun at hight speed to seperate sugar crystals from the liquid.The crystals are finally dried to get the finest output raw sugar ready to be shipped.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The student successfully addresses all parts of the prompt by providing a clear and comprehensive summary of the sugar manufacturing process from sugar cane. The response covers all key stages depicted in the diagram, beginning with the 12 to 18 months of growing, detailing the two harvesting methods (manual versus mechanical), and following through the sequential steps of crushing, purifying via a limestone filter, evaporating into syrup, centrifuging to separate crystals, and finally drying and cooling. An appropriate overview is established in the introduction, and the progression of the linear process is accurately reported without introducing irrelevant personal opinions. The information is fully grounded in the provided visual data, earning a solid band score for this criterion.

Coherence and Cohesion: Band 6.0

The text demonstrates a clear logical organization and progression throughout, accurately following the chronological stages of the manufacturing process. Cohesive devices such as 'This starts with', 'The harvesting phase comes next', and 'Afterwards' are used to guide the reader smoothly from one step to the next. However, paragraphing could be improved; the text is currently split into only two dense paragraphs, whereas breaking it down further (e.g., separating the agricultural stages from the industrial processing steps) would enhance readability. Furthermore, there are some minor spacing errors after punctuation marks (such as missing spaces after commas and periods), which detracts slightly from the overall flow and visual cohesion of the writing.

Lexical Resource: Band 5.5

The student exhibits an adequate range of vocabulary suitable for a process description, successfully employing less common lexical items such as 'cultivating', 'purified', 'evaporator', and 'centrifuge'. There are, however, some awkward word choices and collocation slips, such as 'fertile land' instead of 'fertile lands' or 'fertile soil', 'personal harship' instead of 'physical hardship', and 'hight speed' (spelling error for 'high speed'). Despite these occasional errors and spelling inaccuracies, the vocabulary is sufficient to convey the intended meaning clearly, and communication is never impeded.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence structures, incorporating relative clauses and participial phrases (e.g., 'with sugar cane pieces being put in a crusher'). There are several grammatical errors and punctuation flaws, notably missing spaces after punctuation marks (e.g., 'months.A well', 'next,with'), missing articles ('on other hand' instead of 'on the other hand', 'final product' instead of 'the final product'), and minor prepositional inconsistencies. While these errors occur with some frequency, the majority of sentences remain understandable, and the grammatical control is sufficient to support clear communication of the linear process.

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