Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given picture clearly illustrate the concept of producing sugar from the scratch. After successfully passing through the 7 different process of manufacturing of sugar canes we can finally have the eatable crestline sugar.

The processor began from the growing sugar canes in the soil that takes almost 12-18 months. After this certain period of time it goes to harvesting stage where former (in traditional ways), or matchiness (in this technology era) harvest it, and send it to crushing process. The crashing process is usually done with the machine. We get juice from the machine and make it purify by limestone filter. On higher flames of heat the juice evaporate and become syrup. we call this stage evaporating process. This syrup become in form of crystals after passing centrifuge machine and finally we dry those crystal and let them cool in room temperature.

Those cool crystal of syrup are called sugar.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the diagram, successfully outlining the stages of sugar production from growing to cooling. However, the coverage remains somewhat limited and mechanical. While the writer identifies key stages such as growing, harvesting, crushing, purifying, evaporating, and centrifuging, the description lacks sufficient extension and detail. For instance, the transition between stages is stated very simply without properly explaining how the processes connect or function together. The overview is weak, attempting a brief introductory statement but failing to clearly highlight the overall progression of the process, such as the total number of stages or the main transformation from raw cane to finished crystals. To reach a higher level, the response needs to present a clearer, more developed overview and expand on the specific mechanical details shown in the visual data.

Coherence and Cohesion: Band 5.5

The response shows some basic organization by following a sequential, step-by-step approach corresponding to the diagram. However, the progression lacks clear overall flow, making the transitions between ideas feel somewhat disjointed. Paragraphing is poorly handled, as the text is clumped into an awkward single block and a very short concluding sentence rather than being logically grouped into stages. Cohesive devices are used minimally or inaccurately, with repetitive transitional phrases like 'after this certain period of time' and 'after passing centrifuge machine' creating a mechanical feel. Pronoun referencing is also occasionally unclear, such as in the phrase 'it goes to harvesting stage'. To improve, the writer should employ clearer logical paragraphing and a wider, more natural range of cohesive devices to connect the stages smoothly.

Lexical Resource: Band 5.0

The vocabulary used is relatively limited and barely adequate for the task. The writer attempts some less common and topic-specific vocabulary such as 'limestone filter', 'evaporator', and 'centrifuge machine', but these are accompanied by noticeable errors in word choice, form, and collocation. Examples include 'eatable crestline sugar' instead of consumable or refined sugar, 'processor' instead of process, 'crashing' instead of crushing, and 'matchiness' instead of machinery or mechanical harvesters. Furthermore, expressions like 'on higher flames of heat' lack precision. These lexical inaccuracies and awkward word formations cause some difficulty for the reader and prevent the response from achieving a higher score in this category. A wider control of precise, academic vocabulary is required for advancement.

Grammatical Range and Accuracy: Band 5.0

The response displays a limited range of sentence structures, relying mostly on simple sentences alongside a few awkward attempts at complex forms. Frequent grammatical and punctuation errors are present throughout the text, which can cause difficulty for the reader. There are issues with subject-verb agreement and articles, such as in 'The given picture clearly illustrate' where the verb fails to agree with the singular noun, and 'from the scratch' which contains an unnecessary article. Prepositions and word patterns are also mishandled, as seen in 'begin from the growing sugar canes' and 'become in form of crystals'. To reach a higher standard, the writer needs to demonstrate a greater variety of complex grammatical structures while significantly improving the accuracy of basic sentence mechanics, verb forms, and articles.

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

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