Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-18

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 Chart illustrate the manufacturing process for making sugar from sugar cane.

Overall trend, in this diagram overall 7 part who can making of suger by suger cane

Initially, In the 1 step who called growing these are almost 12 to 8 months process in this process suger canes have growed Howerevr, The next step know as harvesting in this the suger canes have cuting by two steps one is by hand and other in cutting via machine

In addition, The 3 step is called crushing in this process suger cane have pass through from the machine in this process juice is gernate. Moreover, the 4 step is purifying juice with the help of limestone filter

In furthermore, 5 step is called evaporator in this process juice become syrup with the help of heat

Next to this, centrifuge is the 6 step in this process after the heat it have rutite clock wise in this process separates suger crystals from syrup have been gain,

In the last step the meatiral need drying and cooling and after this suger has been created

Conclusion The manufacturing of suger have start from the suger canes and end from the suger with face different steps

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence from growing sugar cane to drying and cooling, and you identify the two harvesting methods and the key transformations: crushing produces juice, and heating turns it into syrup. This gives the reader a relevant account of the process. However, the overview is unclear (“overall 7 part who can making”), and some details are inaccurate or imprecise: the growing period is 12–18 months, not “12 to 8 months,” and the final product is sugar, rather than “the material” needing treatment. The centrifuge’s role is mentioned, but its separation of sugar crystals from syrup could be stated more clearly. A concise overview and more precise reporting of the stages would strengthen the response.

Coherence and Cohesion: Band 5.5

The stages are generally presented in the correct order, and sequencing expressions such as “Initially,” “In addition,” “Next to this,” and “In the last step” help the reader follow the process. The response also attempts an opening and a concluding sentence. However, the ideas are mostly run together in long, loosely connected sentences, with inconsistent punctuation and paragraphing. Several transitions are repetitive or awkward, including “Moreover,” “In furthermore,” and “Conclusion,” while the overview does not clearly summarise the process. Group the introduction and overview separately from the stage-by-stage description, and use a smaller number of accurate linking phrases to make the progression clearer.

Lexical Resource: Band 5.0

You use some task-relevant process vocabulary, including “harvesting,” “crushing,” “limestone filter,” “evaporator,” and “centrifuge,” which helps communicate the stages. However, spelling and word-choice errors are frequent enough to make parts of the description difficult to understand: “suger,” “gernate,” “rutite,” and “meatiral” obscure the intended meaning. Some phrases are also unnatural, such as “sugar has been created” and “cuting via machine.” Aim for accurate spelling of the key technical terms and use standard process collocations. For example, describe cane as being “harvested mechanically or by hand,” juice as being “produced,” and crystals as being “separated” from syrup.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer sentences, and the reader can usually infer the intended sequence. However, control of sentence structure and verb forms is weak, with errors recurring across the response. Examples include “The Chart illustrate,” “sugar canes have growed,” and “juice become syrup”; these need subject–verb agreement and correct verb forms. Clauses are often joined without clear punctuation, as in the sentence beginning “Next step know as harvesting,” which makes relationships between ideas difficult to follow. Articles and sentence boundaries are also inconsistent. Use straightforward present-simple passive forms for process descriptions, such as “The cane is harvested” and “The juice is heated,” and check each sentence for a clear subject and verb.

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