Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-09-29
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)
This picture illustrate the method of producing sugar from the crop of sugar cane. First of all, when the crop of sugar cane at its peak the farmers harvest it and bring it to on a crushing machine where the crushing machine crush it and extract huge amount of juice from sugarcane according to amount of sugarcane. In this process the crushing machine has two sides, from the one side a man put in sugarcane to the machine it drain juice from cntrifuge one side and the peels of sugarcane extracted from other side.
The peel of sugarcane are use to dry for specific purpose. On the other hand juice of sugar cane comes at fourth step which is purifying juice in this step the juice is purified by the limestone filter. at the fifth step filtered juice is heated with fire, with the evaporation process uic becomes in the form of syrup and the process enters in next step which is centrifuge, In this process syrup is seperated from sugar crystals then the process came to its last needful step which Drying and cooling, In this step crystals of sugar are being dried and cool to get the sugar. This was the whole process to exxtract sugar from sugrcane.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response covers the main stages of the sugar manufacturing process, starting from growing and harvesting through to crushing, purifying, evaporating, centrifuging, and drying/cooling. However, the explanation contains some inaccuracies regarding the visual details, such as confusing the centrifuge with the crushing stage ('it drain juice from cntrifuge one side') and including unsupported personal commentary ('This was the whole process to exxtract sugar from sugrcane'). The overview is weak, lacking a concise summary of the overall process or the number of main stages. This corresponds to Band 5.5 performance, rounded to 5.5 as the descriptor profile leans towards Band 5 with some Band 6 elements.
Coherence and Cohesion: Band 5.5
The text is divided into two paragraphs, separating the initial steps from the later stages of the process. While there is a basic chronological progression, the progression becomes somewhat confusing due to referencing errors and repetitive phrasing ('In this process', 'On the other hand'). Cohesive devices are used mechanically and sometimes inaccurately. Paragraphing is attempted, but the internal logical flow is disrupted by run-on sentences and punctuation slips (e.g., comma splices). Overall, the organizational structure meets the criteria for Band 5.5, showing basic progression but lacking smooth, flexible cohesion.
Lexical Resource: Band 5.0
The student attempts some process-related vocabulary such as 'extract', 'limestone filter', 'evaporation', 'syrup', and 'crystals'. However, there are numerous lexical errors, awkward collocations, and spelling mistakes throughout the text ('illustrate' instead of 'illustrates', 'cntrifuge', 'seperated', 'exxtract', 'sugrcane'). The range of vocabulary is limited and repetitive, which occasionally causes strain for the reader. This performance aligns comfortably with Band 5.0.
Grammatical Range and Accuracy: Band 5.0
The response employs a mix of simple and attempting-complex sentence structures, but control over grammar and punctuation is weak. There are frequent errors in verb tense, subject-verb agreement, and articles (e.g., 'when the crop of sugar cane at its peak', 'uic becomes in the form', 'crystals of sugar are being dried and cool'). Commas are frequently misused to link independent clauses without conjunctions. These numerous errors hinder readability, though communication is generally maintained, fitting the Band 5.0 descriptors.
See this exact question answered at other band scores. The same prompt compared across bands.
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