Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-11-02

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 demonstrates that below the manufacturing process of the making sugar from the sugar cane.

Overall, the sugar is produced from the sugae cane the diagram consist of the seven main steps.

The sugar is produce from sugar cane thr first step of the diagram is growing of sugar canes the sugar cane is growing the 12 to 18 months.So after the growing of sugar cane is cutting throw the by hand and harvesting through the machine.And moving through the next step the sugar cane are crushing the juice go out from crushing and juice supply tothe purifying juice in limestone filter in limestone filter the juice are purifying.The hearting process the juice are heating on large box and then evaporator juice becomes syrupand the next step sixth step is cetrifuge this process the sugar are the separates sugar crystalsfrom syrup.So the moving on the last step seventh step the sugar are drying and cooling in a large bar because the dying and cooling process the sugar is ready.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as having seven stages and include the key sequence from growing sugar cane through harvesting, crushing, purification, evaporation, centrifuging, and drying and cooling. The growing period of 12 to 18 months is also reported accurately, and you mention both hand and mechanical harvesting. This covers the main parts of the task. However, the overview is brief and mostly repeats that there are seven steps rather than highlighting the process’s overall transformation from cane to sugar. Some details are unclear or imprecise: for example, the evaporator is described as a “large box,” and the final stage as a “large bar,” neither of which is supported by the diagram. Explain the stages more precisely and distinguish the juice becoming syrup from the later separation of sugar crystals.

Coherence and Cohesion: Band 5.5

The response follows the diagram’s general order, so a reader can trace the process from growing to the final drying and cooling stage. The opening overview also gives the reader a basic frame for the description. However, most of the response is presented as one long paragraph, and the repeated linking phrases—“the next step,” “moving through,” and “so”—make the progression sound mechanical. Several transitions are difficult to follow because ideas run together, such as “syrupand the next step sixth step.” Use separate paragraphs for the overview and stage details, and connect stages with clearer references to what happens to the juice or sugar. This would make the sequence easier to follow without relying on repeated step labels.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “harvesting,” “crushing,” “limestone filter,” “evaporator,” and “sugar crystals,” which helps identify several stages. However, the range is limited and some word choices or collocations make the description unclear. “The sugar is produce” and “the sugar are the separates” do not express the intended process naturally, while “large box” and “large bar” are imprecise descriptions of the equipment. There are also spelling errors in key terms, including “sugae,” “cetrifuge,” and “dying” where “drying” is intended. Aim for accurate process verbs and standard technical terms, and avoid adding vague descriptions that are not shown in the diagram.

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence using both simple statements and longer connected sentences, and the overall meaning can usually be recovered. However, control of sentence structure and verb forms is inconsistent. For example, “the sugar is produce” should use a past participle, and “the juice are purifying” has incorrect agreement and passive construction. The opening sentence, “The diagram demonstrates that below the manufacturing process,” is also structurally incomplete. Long sentences joined with “and” or “so” often lack clear boundaries, as in the description of evaporation and centrifuging. Practise forming concise passive sentences such as “The juice is purified” and “The syrup is heated,” and use full stops to separate stages. This will improve accuracy and make the process easier to understand.

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