Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-02

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 given diagram despicts the manufacturing process for making sugar from sugar cane.

Firsty, in first stage, Sugar canes is growing for approximately 12 to 18 months afterthat, it is harvested by machines or by workers. In next process, it is sugar canes crushed in machine to collect juice from them.

Secondly, Collected juice sent in limestone filter which to purifying juice. In next stage, purified juice sent in chamber for Evaporator with the help of heat juice convert into syrup. In Centrifuge process sugar Castals separates from Syrup. In last stage, Sugar Crystals collected in Chamber where sugar is drying and cooling.

Overal, there are total Seven processes of making sugar from sugar Cane.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response partially addresses the task requirements by outlining the main stages of the sugar manufacturing process, from growing to drying and cooling. However, the length requirement is not met, as the text contains only 115 words, falling short of the 150-word minimum. While the student identifies key steps such as harvesting, crushing, and purification, the overview is overly simplistic, stating only that "there are total Seven processes," without summarizing the broader progression of the cycle. Certain steps are under-developed, and mechanical lifting of phrases from the prompt or visual data occurs. To reach a higher level, the writer must ensure the minimum word count is satisfied and provide a more comprehensive summary highlighting the overall nature of the linear process.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement with a logical progression following the chronological steps of the diagram. The writer uses sequential markers such as "Firsty," "Secondly," and "In last stage" to guide the reader through the stages. However, paragraphing is somewhat fragmented, and the use of cohesive devices is occasionally mechanical or faulty, such as "afterthat" and abrupt transitions between sentences. Reference links between sentences can be unclear, and some sentences lack smooth integration. To improve, the writer needs to employ a wider and more natural variety of cohesive devices, refine paragraph structure, and ensure logical transitions connect the stages more fluidly without relying on repetitive structural patterns.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to describe the basic actions in the diagram, incorporating terms like "manufacturing process," "harvested," "crushing," "limestone filter," and "crystals." However, there are noticeable lexical errors and awkward word formations, such as "despicts" instead of depicts, "Firsty" instead of firstly, and "Castals" instead of crystals. Word choice is sometimes unnatural, as seen in phrases like "sugar Castals separates from Syrup." Attempts to use less common vocabulary are hindered by spelling and word-choice errors, although these do not completely impede communication. To achieve a higher band, the student should expand their lexical range, eliminate spelling errors, and use precise technical vocabulary appropriate for process diagrams.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures, relying heavily on simple sentences and basic active or passive constructions. Attempts at complex or multi-clause sentences are frequently faulty, leading to noticeable errors in grammar and word order, such as "Sugar canes is growing" (subject-verb agreement), "it is sugar canes crushed in machine," and "Collected juice sent in limestone filter which to purifying juice." There are frequent errors in prepositions, missing articles, and verb forms that can cause some difficulty for the reader. To improve, the student must work on sentence variety, accurate subject-verb agreement, proper passive voice formation, and correct preposition usage.

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

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