Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-10-22

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 growing period of sugarcanes is about 12-18 months, then the harvesting process initiates after the crop has been grown. Harvesting is either done using the self propelled machinery or the farmer himself harvests it using the sickle. The sugarcanes are then passed through a crushing machine, where they are crushed and the juice is obtained separating it from the peels. The juice is then purified by passing through a limestone filter then it is kept in the evaporator where the excess water evaporates and the juice is converted to syrup. The syrup is then placed in a centrifuge machine where the crystals and syrup get separated. The syrup is then dried and cooled to acquire sugar.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main stages in the correct order, including the 12–18-month growing period, the two harvesting methods, crushing, purification, evaporation, centrifuging, and final drying and cooling. However, the response is only 117 words, below the required 150, and this limits how fully you can summarise the process. There is no clear overview highlighting the process’s overall progression from cane to sugar, and some details are inaccurate: the diagram does not show peels being separated, and after centrifuging it is the sugar crystals—not the syrup—that are dried and cooled. Expand the summary with a concise overview and accurate descriptions of the outputs at each key stage.

Coherence and Cohesion: Band 6.0

The stages are presented in a logical sequence, and linking expressions such as “then” and “where” help the reader follow the process. The response is coherent overall, but it is written as one continuous paragraph and relies heavily on the same sequencing word, making the progression somewhat mechanical. Some references could also be clearer: in “the crystals and syrup get separated” followed by “The syrup is then dried,” the final reference misidentifies what proceeds to drying. Organise the response into a brief overview and a process paragraph, and vary the links with expressions such as “Following this,” “Once purified,” and “In the final stage.”

Lexical Resource: Band 6.0

You use a suitable range of process vocabulary, including “harvesting,” “crushing machine,” “limestone filter,” “evaporator,” and “centrifuge.” These terms make the stages recognisable, and the meaning is generally clear. Some choices are imprecise or less natural for an academic process description: “self propelled machinery” is vague, “sickle” is not specified in the diagram, and “acquire sugar” is an awkward way to describe the final product. “Peels” also adds an unsupported detail. Aim for precise, diagram-based wording such as “mechanical harvester,” “sugar crystals,” and “the finished sugar is obtained.”

Grammatical Range and Accuracy: Band 5.5

Your response includes both straightforward statements and longer clauses, for example, “The juice is then purified by passing through a limestone filter” and the sentence describing evaporation. The sequence is generally understandable, but some sentence structures and punctuation need more control. The opening sentence joins two stages with a comma, creating a comma splice: separate these ideas or connect them with “and.” In “then it is kept in the evaporator,” the pronoun reference is unclear, while “the crystals and syrup get separated” would be more accurately expressed with a passive construction. Use a wider range of controlled sentence patterns and check punctuation and references when combining stages.

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