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 diagram illustrates how sugar is manufactured from sugar cane.

Overall, there are seven different steps in which sugar is made from sugarcane, starting from the growing process of sugar and in the last step making the sugar.

In first step sugar cane seeds are grown in the soil and after twelve to eighteen months later it grows fully and the process of harvesting start. The harvesting is done by two procedures, with the heip of machinery or manualy by hands. In step three, the harvested sugar canes are crushed through the machine to extract the juice.

In step four, there is a limestone filter which is used to purify the juice. In fifth step, the purified juice is heated on fire and the process of evaporation take place, where the juice is converted into the syrup. In sixth step, the syrup is centrifuge in centrifuging machine to seperate the crystals from the syrup. In last step, the crystals start cooling and drying to make a suger.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all parts of the diagram, moving logically through the seven stages from the initial growing phase to the final drying and cooling process. The main features are selected and reported, such as the two harvesting methods and the use of the limestone filter and centrifuge. However, certain steps are somewhat under-developed or mechanically listed rather than fully synthesized, which keeps the response at this level. The overview mentions the total number of steps and the overall process, fulfilling the core requirements of presenting a clear summary of the visual data. To achieve a higher score, the response would need to highlight more salient comparative features or group stages more fluidly into broader operational phases.

Coherence and Cohesion: Band 6.5

The text displays a coherent overall arrangement with a clear introduction, body, and conclusion-like final sentence. Information is sequenced chronologically, guided by transitional phrases such as 'In first step', 'In step three', and 'In last step'. However, the referencing and cohesive devices can feel mechanical and repetitive, relying heavily on sequential markers rather than a wider variety of cohesive tools. Paragraphing is also somewhat fragmented, as the body of the process is clumped together into one block rather than being broken down into logical phases of production. To progress, the writer should employ more sophisticated referencing and smoother transitions between sentences and paragraphs.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, successfully conveying the basic steps of the sugar manufacturing process with terms like 'crushed', 'purify', 'evaporation', and 'crystals'. However, there are noticeable lexical and spelling errors that prevent a higher grade, including 'heip', 'manualy', 'centrifuge' used as a verb incorrectly where 'centrifuged' is needed, and 'suger'. The range of vocabulary is somewhat limited and relies heavily on words taken directly from the prompt, showing only basic attempts at less common items. To improve, the writer needs to expand their lexical repertoire with accurate spelling, better word forms, and more precise synonyms for manufacturing processes.

Grammatical Range and Accuracy: Band 5.5

The response demonstrates a mix of simple and complex sentence forms, incorporating relative clauses and passive constructions such as 'the purified juice is heated on fire' and 'the syrup is centrifuge'. There are several grammatical errors present, including missing or incorrect articles ('In first step', 'in last step'), preposition errors ('heated on fire' instead of 'heated'), and subject-verb agreement or tense inconsistencies ('twelve to eighteen months later it grows fully and the process of harvesting start'). These errors do not seriously impede communication, but they occur with enough frequency to prevent the grammar score from rising into the higher bands. Greater control over articles and verb forms is needed.

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

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