Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-04

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 process chart illusrates the different stages involved in the production of sugar from sugar cane.

Overall, the production of sugar consists of seven main stages, beginning at the growing of sugar cane and culminating at the drying and cooling of sugar.

Initially, the sugar cane is planted and it grown between tweleve and eighteen monthes. In the following step, the sugar canes are harvested through a machine or by labour. Afterward, these sugar canes are crushed to make its juice. In the subsequent step, the juice is purifyied with the help of a limestone filter.

In the fifth step, the juice is boiled in an evaporator to make its syrup. Subsequently, the sugar crystals are separated from sugar cane syrup with the help of centrifuge. At the end, the sugar crystals are transformed into a container then the process of drying and cooling is completed to make sugar useful.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by covering the seven main stages of the sugar production process, from growing to drying and cooling. An overview is successfully provided in the second paragraph, outlining the overall sequence. However, some aspects of the task are developed more fully than others; for instance, the harvesting stage correctly notes both machine and manual methods, but details regarding certain intermediate steps are somewhat basic or lack extension. To reach a higher band, the description would need to integrate more detailed comparisons or fully elaborate on the functional mechanisms of specific stages, such as the centrifuge and evaporator, rather than merely listing them sequentially.

Coherence and Cohesion: Band 6.5

The text demonstrates a coherent overall arrangement with a clear logical progression from the beginning to the end of the manufacturing process. Paragraphing is used appropriately to separate the introduction, overview, and body steps. Cohesive devices such as 'Initially', 'In the following step', 'Afterward', and 'Subsequently' are employed to guide the reader through the sequence, though they occasionally feel a bit mechanical or formulaic. Pronoun referencing and substitution are generally clear, as seen with phrases like 'these sugar canes' and 'the juice', satisfying the criteria for this band level and showing some partial elements of higher organisational flexibility.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating process-specific terms such as 'harvested', 'crushed', 'limestone filter', 'evaporator', and 'centrifuge'. However, there are noticeable spelling and word-choice errors that prevent a higher score, such as 'illusrates' instead of illustrates, 'tweleve' instead of twelve, 'monthes' instead of months, and 'purifyied' instead of purified. Additionally, phrasing like 'make its juice' and 'make its syrup' is unnatural and reflects limitations in collocation. To improve, the writer needs to eliminate basic spelling errors and employ a more precise, native-like selection of lexical items when describing industrial processes.

Grammatical Range and Accuracy: Band 5.5

The response exhibits a mix of simple and complex sentence forms, attempting structures such as relative clauses and temporal dependent clauses (e.g., 'beginning at the growing of sugar cane and culminating at...'). There are some errors in grammar, including subject-verb agreement and tense inconsistencies, such as 'it grown' instead of it grows or is grown, and an unnecessary article in 'to make a container'. Punctuation and articles are generally handled well enough that meaning is rarely obscured. To achieve a higher band, the writer must produce a greater proportion of error-free complex sentences and exercise tighter control over verb forms and voice when describing passive industrial processes.

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