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 given diagram illustrates the information about how sugar is produced from sugar cane.

Overall, there are seven steps which are used for production of sugar from sugar cane. All steps are interlinked with each other, omission of any step may halt the whole process.

After analysing, it can be clearly seen that in the first step, the plants of sugar canes are planted and they are grown upto twelve to eighteen months. In the next step, there are two methods for harvesting the plants of sugar cane such as huge machines like, tractors are used to harvest it and it can also be harvested by human beings, after that the plants of sugar canes are put into crushing machine to have juice of sugar cane. Then, purifying method takes place so that juice of sugarcane can be purified through limestone filter to remove toxins of sugar cane.

The diagram further collates that juice is put into a container and heat is used to make syrup from juice by evaporating process. In the subsequent step, sugar crystals are separated from syrup through centrifuge method. In the final step, hot sugar is put into a container in which sugar is dryed and cooled so that they sent sugar packets to supermarkets and shops by trucks so to sale them on higher prices to earn more profit.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by outlining the main steps of the sugar cane production process from growing to drying and cooling. An overview is provided, noting the total number of stages and their sequential nature. However, certain parts of the response are unevenly developed or contain inaccurate extrapolations not supported by the visual data. For instance, the final sentence introduces outside speculation about supermarkets, shops, trucks, and higher prices to earn profit, which is not shown in the diagram. To achieve a higher band, all details should be strictly derived from the provided visual without adding extraneous commentary or assumptions.

Coherence and Cohesion: Band 6.5

The response presents a coherent overall arrangement and follows the chronological flow of the process from beginning to end. Paragraphing is utilised to separate the introduction, the middle steps, and the final stages. Cohesive devices are employed to connect the stages, such as 'In the next step', 'after that', 'Then', and 'In the subsequent step'. However, cohesion can sometimes feel a bit mechanical, and referencing occasionally lacks precision, such as using 'they sent sugar packets' where the logical subject is unclear. To reach the next level, the use of cohesive links should be smoother and more natural, integrating clauses with greater variety rather than relying heavily on basic sequence markers.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating process-specific terms such as 'harvesting', 'crushing', 'purifying', 'evaporating', 'centrifuge', and 'crystals'. There are, however, some noticeable lexical and spelling inaccuracies that reflect a limited resource, such as 'upto' instead of 'up to', 'dryed' instead of 'dried', and awkward phrasing like 'have juice of sugar cane'. While these minor errors do not impede overall communication, they prevent the writing from displaying the precision and control expected at higher bands. Incorporating more precise academic collocations and checking word forms would improve this score.

Grammatical Range and Accuracy: Band 5.5

The response demonstrates a mix of simple and complex sentence forms, utilizing passive structures appropriate for a process description, such as 'sugar is produced', 'are planted', and 'are separated'. There are, however, some grammatical errors and awkward structures present, including missing articles ('through centrifuge method'), preposition misuse ('to have juice of sugar cane' instead of 'to extract the juice'), and run-on sentences with comma splices in the final paragraph. Despite these errors, communication is rarely impeded. To move into higher bands, the writer needs to demonstrate a greater variety of complex structures with improved accuracy, particularly regarding articles, prepositions within grammatical patterns, and sentence boundary punctuation.

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

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