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)
In tgis charts shows that how to grow a suagar cane and how to make a sugar from a sugar cane.
There are plenthora of processos for making a sugar from sugar cane. The first and formost process is frammer growing a sugar cane in fram around 12 to 18 month it means around 1 and half year, after sugar cane is ready in the fram they ate going for havestion. There are two types of harvesting the first is many year ago that type of process worked and that one is framer cut the sugar cane with use of hand wepons, but nowday there are lots of new trchnology is use, so farmer use a tractor for cut the sugar cane. futhermore, It is worth noting is that the thire process is that with use of crusher thay are taking a juice from sugar cane and they purify a juice with staner. After that process They are givind a heat with use of evaporator and after that they are centrifege tha sugar juice . finally the suagr is ready and in last dry and cool the suagar now the sugar is ready for the every people.
In conclution, we all eat sugar but, no one have a idea how to make a sugar, but the sugar making process is very long and very hard.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response attempts to cover all parts of the diagram, moving from growing and harvesting through to the final packaged sugar. However, some stages are presented with limited development and clarity. For example, the description of the harvesting stage includes a digression about how it was done many years ago compared to modern machinery, while later technical steps such as the evaporator and centrifuge stages are mentioned only very briefly without explaining their specific functions clearly. While the main features are touched upon, the lack of full development across all steps prevents the response from achieving a higher level.
Coherence and Cohesion: Band 6.0
The text demonstrates a coherent overall arrangement with a clear attempt to follow the chronological order of the process diagram, starting with growing and finishing with the final product. Paragraphing is used, separating the introduction, body description, and conclusion. However, the progression is sometimes hindered by mechanical or faulty cohesive devices, such as 'The first and formost process is frammer growing' and 'futhermore, It is worth noting is that the thire process'. Referencing is occasionally unclear, and the links between sentences can feel abrupt, which impacts the overall flow of the response.
Lexical Resource: Band 5.0
The vocabulary used is limited but minimally adequate for the task. The writer attempts to use less common items related to the process, such as 'harvester', 'crusher', and 'evaporator', but these are accompanied by frequent spelling and word-choice errors that create noticeable difficulty for the reader. Examples include 'suagar', 'frammer', 'havestion', 'trchnology', 'staner', and 'centrifege'. While the basic meaning of the process is communicated, the high density of lexical errors significantly restricts the precision and naturalness of the writing.
Grammatical Range and Accuracy: Band 4.5
The response displays a very limited range of grammatical structures, relying heavily on simple sentence patterns connected by basic conjunctions. Attempts at complex sentences, such as 'In tgis charts shows that how to grow a suagar cane...', are frequently faulty and ungrammatical. There are persistent errors in verb forms, tense usage, articles, plurals, and prepositions throughout the text, including 'how to make a sugar', 'they ate going', 'with use of crusher', and 'no one have a idea'. These frequent errors require the reader to slow down and can cause difficulty in comprehension.
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