Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The diagram illustrates the fabrication process for making sugar from sugar cane.

Overall, the process consists of seven distinct stages, beginning with the agricultural cultivation of the raw meterial and conclude with the dying and cooling of the consumable sugar. The operation can be boardly divided into farming phsae and a subsequent chemical purification phase.

In the initial agricultural stages, sugar canes are grow in fields for a period of 12 to 18 months.Once mature, the crops are harvest , which is using by tractor or manually by workers. Following the harvest, the stalks are introduced into crushing machine, where they are pressed between rollers to extract the raw juice.

The remaining stages invole processing the liquid. First, the crude juice is purified by passing it througha Limestone filter. Next, the filter funneled into an Evaporator, where it is subjected to heat, this cause watercontent to evaporate, transforming the juice into thick syrup.This syurp is then transferred to a Centrifuge, separates sugar crystas from syrup from the remaining syrup. Finally these wet crystals undergo a drying and cooling stage in large container, resulting sugar ready for distribution.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response successfully addresses all parts of the prompt by providing a clear summary of the seven-stage manufacturing process for making sugar from sugar cane. The main features are appropriately highlighted, such as the division between the agricultural cultivation and industrial phases, and relevant comparisons or descriptions of methods (such as mechanical versus manual harvesting) are included. The overview is clear and sets out the scope of the process well. However, the development of some details tends to be slightly brief or over-generalized in places, which prevents the response from achieving a higher band. Overall, the information presented is accurate and directly derived from the visual prompt, fulfilling the core requirements effectively.

Coherence and Cohesion: Band 7.0

The response maintains a clear logical organisation and progression throughout. The writer effectively divides the text into logical paragraphs that separate the introduction, the agricultural phase, and the industrial processing stages. Cohesive devices such as 'Overall', 'In the initial agricultural stages', 'Following the harvest', and 'Finally' are used reasonably well to guide the reader through the sequence of events. Although referencing and linking are generally clear, cohesion feels slightly mechanical in a couple of transitions, such as the sudden shift into the final sentences without adequate connective tissue. Nevertheless, paragraphing is used appropriately and supports the overall readability of the report.

Lexical Resource: Band 6.0

The student demonstrates an adequate range of vocabulary for the task, attempting less common lexical items such as 'agricultural cultivation', 'crude juice', and 'subsequent chemical purification phase'. However, there are notable spelling errors and word-choice slips that prevent a higher score, such as 'material' misspelled as 'meterial', 'broadly' as 'boardly', 'phase' as 'phsae', 'grow' instead of 'grown', 'harvest' instead of 'harvested', 'invole' instead of 'involve', 'crystas' instead of 'crystals', and 'syurp' instead of 'syrup'. While communication is rarely impeded because the context remains clear, these persistent mechanical lexical errors restrict the vocabulary mark.

Grammatical Range and Accuracy: Band 5.5

The response demonstrates a mix of simple and complex sentence forms, incorporating relative clauses and participial phrases such as 'beginning with the agricultural cultivation' and 'where they are pressed between rollers'. However, there are frequent grammatical errors in verb forms, voice, and articles, including 'sugar canes are grow' (passive voice error), 'which is using by tractor' (incorrect voice and prepositional pattern), 'passing it througha' (spacing/article omission), 'this cause watercontent to evaporate' (tense and article omission), and missing prepositions or auxiliary verbs before concluding the process. These errors persist throughout the text, meaning that error-free sentences are not frequent enough to reach a higher level.

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