Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-03

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 provided figure illustrates ''How sugar is manufactured from sugar cane?'' The process involves seven steps that are growing, harvesting, crushing, purifying, evaporating, separating, and drying and cooling.

In the first step, sugar canes are planted and they take 12 to 18 months to complete their growth. Next step is harvesting. After being cut by farmers, cranes collect them in their trunks. Then these cranes transport them for crushing. Crushing them is the third step, which results in getting the juice of sugar cane.

For purifying the juice, limestone filter is used that segarates the juice from unwanted material. After the purification, it is carried to the evaporator. Evaporation converts the juice into a syrup. Second last step is done by centrifuge machine. This machine separates crystals of sugar from its syrup.

Last step involves two processes that are drying and cooling. For drying, wet crystal, wet due to the syrup, are dried. Finally, drying makes these sugar crytals hot, they are then cooled and sent for packaging.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response successfully addresses all parts of the task by identifying the main stages of the sugar cane manufacturing process, from growing to drying and cooling. However, some aspects of the process are under-developed or inaccurately described. For instance, the text states that 'cranes collect them in their trunks', which misinterprets the visual data depicting a mechanical harvester or farm worker. Furthermore, while the general progression of the seven steps is outlined, the descriptions of intermediate steps lack sufficient extension and mechanical precision, meaning the overview of key features remains somewhat limited.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a clear sequence of events marked by transitional phrases such as 'In the first step', 'Next step is harvesting', and 'Then these cranes transport them'. Paragraphing is used logically to group related stages of the process together. Cohesion is generally effective, though referencing is occasionally slightly mechanical or ambiguous, as seen in the phrasing 'After the purification, it is carried...'. To reach a higher band, the use of cohesive devices would need to be smoother and less repetitive.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary suitable for the task, attempting less common terms such as 'purification', 'evaporation', 'centrifuge machine', and 'crystals'. However, there are some noticeable lexical errors and awkward word choices, such as 'segarates' (spelling error) and 'wet crystal, wet due to the syrup'. Additionally, the misidentification of a mechanical harvester as 'cranes' affects lexical precision. These errors do not impede overall communication, but they reflect the limitations typical of this band level.

Grammatical Range and Accuracy: Band 6.0

The writing exhibits a mix of simple and complex sentence forms, demonstrating a reasonable attempt at structuring the explanation of the process. There are some grammatical and punctuation errors throughout the text, such as missing articles ('limestone filter is used', 'Second last step') and awkward modifier placement ('wet crystal, wet due to the syrup'). However, these errors are sporadic and rarely impede communication, allowing the reader to follow the sequence of steps without major difficulty. Greater control over articles and prepositions is needed for further improvement.

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