Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-20

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 diagram below illustrates the whole process of making sugar from sugarcane. Its a little bit lengthy process but formation makes a worthy product. In here we cover all the areas from start to end like from growing sugarcane till to get final product sugar.

We see in a diagram frrst process is growing sugarcane it take up to 12-18 months then the secondly step is harvesting in this step we cultivate sugarcanes from farm using different process like by hand or a machine. Furthermore next step is crushing in the process machine is used to make a juice then its goes to a purification process to get filter and remove unnecessary waste from it. Then juice goes to a chimney like evaporator its going under a process of a temperature to make a juice like a syrup. Then least but not last step no six is centrifuge its a process in which sugar is seprated from syrup. Finally last step is drying and cooling the final product become ready and availble to use.

Overall all its a bit lenghty process every step plays a significance role to making a sugar.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main sequence from growing sugar cane through harvesting, crushing, purification, evaporation, centrifuging, and final drying and cooling. The 12–18-month growing period and the two harvesting methods are also accurately included. However, the overview is vague: calling the process “a bit lengthy” does not clearly summarise its main stages or explain that cane is processed into juice, then syrup, before sugar crystals are separated and dried. Some descriptions are unclear or imprecise, such as “get filter” and “temperature to make a juice like a syrup.” To strengthen the response, give a concise, factual overview and explain the key transformations at each stage more precisely, without adding unsupported details such as “unnecessary waste.”

Coherence and Cohesion: Band 6.0

The stages are presented in the correct order, and sequencing expressions such as “then,” “Furthermore,” and “Finally” help the reader follow the process. The response also separates an opening, a process description, and a concluding overview. However, the progression is sometimes mechanical, with repeated “step” and “process,” and the long middle paragraph makes the stages difficult to distinguish. Some links are awkward or unclear, particularly “Then least but not last step no six.” Organise the stages into clearer paragraphs or use more precise transitions, and make the final overview distinct from the step-by-step account. This would make the overall arrangement more coherent and cohesion less repetitive.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “harvesting,” “crushing,” “purification,” “evaporator,” and “centrifuge,” which helps communicate the diagram’s subject. However, the range is limited and several word choices or collocations are inaccurate or informal: “cultivate sugarcanes” for harvesting, “chimney like evaporator,” “least but not last,” and “availble to use.” Spelling errors such as “frrst,” “seprated,” and “lenghty” are also noticeable. These issues sometimes make the description less clear or natural. Aim for precise process verbs and standard technical phrasing, and proofread spelling; for example, describe juice as being filtered and heated until it becomes syrup.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect stages in longer sentences, for example, “Furthermore next step is crushing in the process machine is used to make a juice,” but these structures are often faulty or difficult to follow. There are recurring problems with articles, verb forms, and sentence boundaries: “it take up to 12-18 months,” “then the secondly step,” and “its goes to a purification process.” The opening also contains a run-on construction, while punctuation and apostrophes are inconsistent. These errors can make relationships between actions unclear. Use a reliable pattern for each stage—such as “The cane is crushed, producing juice”—and check subject–verb agreement, articles, and sentence boundaries. Vary sentence structures only when you can control them accurately.

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