Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-10-14

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 illustrate the how the sugar canes manufactured to produce sugars.

Overall, the prcoess consists of seven main stages, begining with growing canes for up to 12 to 18 months and ending with drying and cooling the sugar.

Intially, farmers have to grow the sugar canes in the farm and have to wait them 12-18 months to grow properly.When the wait is over, farmer can start the harvesting process by hand or using the technology. Following this process, with the big huge machine they crush the canes and separate the liquid from.

Subsequently, this juice gets purified by Limestone filter. Afterwords, this filtere juice poured in big container and turn on the heating. Over the period, this juice becomes syrup called Evaportrator. Later, sugar's crystals get separated from syrup this process known as Centrifuge. At the end of this process, crystal sugar gets dry and after cooling, sugar gets ready in shape.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages and provide a clear overview: the process has seven stages, begins with growing sugar cane for 12–18 months, and ends with drying and cooling. You also report both harvesting methods and the key transformations from cane to juice, syrup, crystals and finished sugar. This gives the response a solid account of the process. Some details, however, are unclear or inaccurately described: the juice is not “called Evaportrator”; rather, it becomes syrup in an evaporator. The final stage is described vaguely as sugar becoming “ready in shape,” and the crushing stage could explain more clearly that juice is extracted. More precise reporting of these stages would make the coverage more complete.

Coherence and Cohesion: Band 6.5

The response follows the diagram’s sequence and is divided into an introduction, an overview and a body paragraph. Sequencing expressions such as “Initially,” “Following this process,” “Subsequently” and “At the end” help the reader track the stages. The overall progression is clear, though the linking can feel mechanical because many stages are introduced in the same way. Some connections between actions are also unclear, particularly “Afterwords, this filtere juice poured in big container and turn on the heating,” where the relationship between the juice, container and heating is difficult to follow. Grouping related stages into clearer sentences and using more precise references to the juice and sugar would improve cohesion.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvesting,” “purified,” “crush,” “syrup,” “crystals” and “drying and cooling,” so the reader can identify the main operations. However, the range and control are limited by repeated general words such as “process,” “big” and “sugar,” as well as inaccurate or unnatural choices. “Evaportrator” is a misspelling and is used as though it names the syrup, while “technology” is less precise than “mechanical harvester.” Phrases such as “big huge machine” and “ready in shape” are also unclear or unsuitable for a process description. Aim for accurate technical terms and natural collocations rather than adding emphasis with informal wording.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including the overview clause “beginning with growing canes … and ending with drying and cooling the sugar.” However, errors occur frequently and sometimes make relationships between actions difficult to understand. For example, “The diagram illustrate” has subject–verb disagreement, and “the sugar canes manufactured” is missing a passive verb. In “this filtere juice poured … and turn on the heating,” the passive construction and verb forms are incomplete; “farmer can start” also needs an article or plural subject. Sentence boundaries and punctuation need attention, especially where stages are joined together. Practise accurate passive forms for describing processes and check agreement, articles and verb forms.

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