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 diagram illustrates the manufacturing process of making sugar fom sugar cane.

Sugar cane is most popular fruit in india as it has a hub of cane farming.

Firstly, the growing process takes about 12-18 months to mature and it mostly saled in december to march time period. The process of sugar making as second step is harvesting held with machines and hands. After cutting the canes it goes to crushing process where the juice is extracted.Then, juice goes through the limenstone filter for purification and as a fiifth step it goes in the boiling process(evaporator) due to the heat the juice becomes syrup.

Centrifuge process seprates sugar from syrup as spin-drying. As the last step it went for the drying and cooling process and then sugar is ready for packaging and for the usage.

Overall, It is a lengthy process but it follows the modern rules from growing to drying and cooling process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the prompt by outlining the main stages of sugar production from sugar cane, from growing down to drying and cooling. However, some parts of the task are only partially developed or contain irrelevant information not found in the diagram. For instance, the statement that sugar cane is the 'most popular fruit in india as it has a hub of cane farming' introduces external assumptions and misidentifies sugar cane as a fruit. Furthermore, details such as the specific months ('december to march time period') are not supported by the visual data. The overview at the end is overly simplistic and vague, merely stating that it is a lengthy process. To reach a higher level, the response should focus strictly on the provided visual data without bringing in outside knowledge and should provide a clearer, more comprehensive summary of the key stages.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement and attempts to follow the chronological order of the process shown in the diagram. Paragraphing is used to separate the stages of production. However, cohesion is sometimes faulty or mechanical. While transition words like 'Firstly', 'After cutting', and 'Then' are used to sequence events, referencing and linking between sentences occasionally feel abrupt, such as the sudden shift in 'Centrifuge process seprates sugar...'. Additionally, the organizational structure lacks a clear overall progression that guides the reader smoothly through the entire process. To improve, the writer needs to employ a wider and more accurate range of cohesive devices and ensure that referencing is consistently clear throughout the text.

Lexical Resource: Band 5.0

The vocabulary used is minimally adequate for the task, but it contains noticeable errors in word choice, spelling, and word form that occasionally cause difficulty for the reader. Examples of lexical slips include spelling errors like 'fom' instead of 'from', 'saled' instead of 'sold', 'limenstone' instead of 'limestone', 'fiifth' instead of 'fifth', and 'seprates' instead of 'separates'. The writer attempts some less common vocabulary related to the process, such as 'evaporator', 'centrifuge', and 'purification', but lacks precision and control. To achieve a higher score, the student must expand their lexical range, use correct spelling consistently, and ensure that terms are applied accurately within the context of scientific or manufacturing processes.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a limited range of grammatical structures, relying mostly on simple sentences alongside some attempts at complex forms that are often faulty. There are frequent errors in grammar and punctuation, including missing articles, incorrect prepositions, and awkward phrasing, which can cause difficulty for the reader. Examples include 'harvesting held with machines and hands' (faulty passive/participial structure), 'goes in the boiling process' (inappropriate preposition), and 'it went for the drying and cooling process' (tense inconsistency, as the present tense should be used for describing a continuous process). To progress, the writer needs to increase the variety of error-free complex sentences and maintain consistent present tense verb forms when describing diagrams.

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

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