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 diagram illustrate the manufacturing process, how sugar is made from sugar cane in seven steps. Sugarcane filed takes around 12 to 18 months in its growth from bud to fully grow in a sugar cane. After this, crop is harvested via two process, one includes the manpower in which farmer cuts the sugar and other process is done by tactor and machine.

In third step, Harvested sugarcane is crushed, and juice is extracted using a crush machine. In forth step, Juice is purified using limestone filter funnel. After this, in 5th step, purified juice is being heated in a evaporator, until the filtered juice becomes syrup.

In 6th step, It passes thorugh the centrifuge process, centrifuge force is applied, in which sugar crystals get seprated from syrup. The 7th step, which is last one, in this drying and cooling of sugar is done, which makes it ready to consume.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, attempting to describe the seven-step sugar manufacturing process depicted in the diagram. While the main stages are outlined, the overview of the process is weak, and some parts are under-developed or inadequately explained. For instance, the transition from harvesting to crushing is noted, and both human and mechanical harvesting methods are mentioned, but details regarding the physical transformations in later stages, such as how the evaporator creates syrup or how the centrifuge separates crystals, remain somewhat mechanical and limited. The information presented is generally accurate according to the visual data, but the lack of a cohesive summary and fully developed supporting details restricts the score to this level.

Coherence and Cohesion: Band 6.5

The response demonstrates a clear overall arrangement and follows the chronological sequence of the diagram successfully. Logical organisation is aided by sequential markers such as 'In third step', 'In forth step', and 'In 6th step'. However, cohesion is at times mechanical or faulty, and referencing is occasionally unclear, as seen in abrupt shifts between sentences without smooth transitional phrasing. Paragraphing is attempted, but the structure is basic, with single-sentence blocks that prevent the progression of ideas from feeling fully unified. To reach higher bands, the writer needs to employ a wider and more flexible range of cohesive devices and organise the text into more balanced, logically grouped paragraphs.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary suitable for describing a simple process, incorporating terms such as 'manufacturing process', 'harvested', 'crushed', 'juice', 'limestone filter', and 'centrifuge process'. However, there are noticeable lexical errors in word choice, word form, and spelling throughout the text. Examples include 'illustrate' instead of 'illustrates', 'Sugarcane filed' instead of 'fields', 'fully grow' instead of 'fully grown', 'tactor' instead of 'tractor', 'forth' instead of 'fourth', 'evaporator' (spelled correctly but lacking a proper article), 'thorugh' instead of 'through', 'centrifuge force' instead of 'centrifugal force', and 'seprated' instead of 'separated'. These errors indicate a limited range with frequent slips that occasionally draw attention, though they do not completely impede communication.

Grammatical Range and Accuracy: Band 5.0

The response displays a limited range of grammatical structures, relying predominantly on simple sentences and basic active forms. Attempts at complex sentence structures or passive voice—which is typically expected in process descriptions—are frequently faulty or omitted. There are numerous grammatical inaccuracies, including missing articles ('the diagram illustrate', 'crop is harvested', 'in evaporator'), incorrect subject-verb agreement ('The diagram illustrate'), and prepositional errors. Punctuation is also weak in places, such as comma splices or missing commas after introductory adverbials. These frequent errors cause some difficulty for the reader and reflect a grammar profile characteristic of this band level.

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

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