Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-08

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 the manufacturing procedue of converting sugar cane plant into refined sugar.

Overall, the process of sugar production involve various process starting from growing of sugar canes which are than harvasted and after few industrial process it is converted into pure sugar.

Initially, sugar canes are grown for about 12 to 18 months and then it is harvested by farmers or feild automobile after speific time period. After that it is gone through different industrial procedures, first one is the procedure to obtain sugarcane juice by crushing. Then on the next step juice obtained by crushng is purified in a way that its extract is passed through the funnel with limestone filter.

On the other step, its filtered juice is placed in an incubator and on specific temperature it id converted into syrup by evaporation. On secand last step it is centrifuged at required speed which seperate sugar crystal and liquid. In the end pure sugar is formed which is then dried and cooled.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main stages and gives a relevant overview: sugar cane is grown, harvested, processed through several industrial stages, and ultimately dried and cooled. It also correctly includes the 12–18-month growing period and the separation of sugar crystals from liquid. This provides a sound account of the process, with some detail on crushing, limestone filtration and evaporation. However, a few descriptions are imprecise or not fully supported by the diagram: harvesting is shown as mechanical or manual, rather than specifically by “farmers or field automobile,” and the evaporator is described as an “incubator” operating at a “specific temperature,” which the visual does not state. More precise reporting of the two harvesting methods and the final drying-and-cooling stage would strengthen coverage.

Coherence and Cohesion: Band 6.5

The response has a clear overall progression, moving from the overview to the early stages, then the later processing stages and the final product. Sequencing expressions such as “Initially,” “After that,” “On the other step,” and “In the end” help the reader follow the process. The paragraphing also separates the overview from the detailed account. However, some links are repetitive or awkward, particularly the repeated use of “step” and “procedure,” and “On the other step” does not clearly signal the next stage. A few references, such as “its extract” and “it,” make the material being discussed less clear. Using more precise transitions and naming the juice, syrup or crystals where needed would make cohesion smoother and less mechanical.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “crushing,” “purified,” “evaporation,” “centrifuged,” and “sugar crystal,” showing an adequate range for describing the diagram. Some choices are also appropriately technical. However, noticeable spelling and word-choice errors reduce precision, including “procedue,” “harvasted,” “feild,” “crushng,” and “secand.” Several expressions are unnatural or inaccurate for this context: “field automobile” for a mechanical harvester, “incubator” for an evaporator, and “pure sugar is formed” for the final product. These errors do not prevent the reader from understanding the general process, but they make parts of the account less clear. Prioritise accurate spelling and learn the specific names of the equipment shown.

Grammatical Range and Accuracy: Band 5.5

There is some variety in sentence structure, including a relative clause in “juice obtained by crushing” and time clauses such as “which is then dried and cooled.” The sequence is generally understandable, and the writer attempts to connect stages in longer sentences. However, grammatical errors occur in several places. For example, “the process … involve” has subject–verb disagreement, while “which are than harvested” has an incorrect verb form and unclear agreement. Articles and sentence construction are also problematic in “it is gone through different industrial procedures” and “first one is the procedure.” The final sentence, “which seperate sugar crystal and liquid,” also has agreement and plural errors. More accurate control of agreement, verb forms and articles would improve clarity.

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