Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-11-05

IELTS Writing Task 1 question

The diagram below shows how instant noodles are manufactured.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Student answer (Band 6.0)

this diagram illustrates the manufacturing instantnoodles,from storing the flour to producing the final sealed cups.

Overall, the making of instant noodles involve eight main stages .The process start from storage silos and ends with labeling and sealing intant nodles cups.It also include mixing, striping,and cooking.

Initially,the flour is transported by truck in to big storage silos.it is then transport in to a mixer where water and oil is added to form a mixture .in next step mixture is tranported through the rollers to make plain sheets. in next step doughsheets cuts into a strips.then converted in to a discs after that the process take palce wich is cooking and drying.

In the next stage, the vegetable spices are add in to a cups to make a good flavour then after this process cups are undergo labelling and sealing. after that procces the instant noodles are ready to destribute and also ready for consumption

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as a sequence from flour storage to finished cups, and your overview notes eight stages and the final labelling and sealing. The main stages are mostly represented in the correct order, including mixing, forming sheets and strips, making discs, and cooking and drying. This covers the task well, with some detail less fully reported: for example, the noodles are cooked in oil, and the cups are filled with vegetables and spices before labelling. The description of adding vegetables and spices “to make a good flavour” is an interpretation rather than a clear account of the diagram. To strengthen the response further, report the stages precisely and make the overview distinguish the preparation of the noodles from their final packaging.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction and overview are followed by the early production stages and then the packaging stages. Sequencing expressions such as “Initially,” “In the next stage,” and “after that” help the reader follow the process. However, cohesion is sometimes mechanical because “in next step” and “after that” recur, and several stages are crowded into long, loosely connected sentences. The transition from cooking and drying to adding vegetables and spices is also not explained clearly. Use paragraphing to separate noodle preparation from cup filling and packaging, and vary the linking language while making each stage’s relationship to the next explicit.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “storage silos,” “mixer,” “rollers,” “sheets,” “strips,” “discs,” and “labelling and sealing,” so the reader can generally identify the stages. However, the range is limited and several word choices or spellings reduce precision, such as “striping” for forming strips, “intant nodles,” and “destribute.” Some phrases are also unnatural or imprecise, including “a good flavour” and “cups are undergo labelling.” Aim to use accurate process verbs and standard spelling consistently; for example, describe noodles as being formed, cooked, dried, and packaged. This would make the account clearer and more appropriate to an academic process description.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer sequences, and the overall meaning is usually recoverable. However, the range is limited, and errors in verb forms, agreement, articles, and sentence boundaries are frequent enough to make some parts difficult to read. Examples include “the making … involve,” “The process start,” “water and oil is added,” and “the vegetable spices are add.” The sentence beginning “in next step mixture…” also lacks clear grammatical connections between its stages. Practise passive forms, which are useful for process descriptions, such as “the flour is transported” and “the strips are cut,” and check subject–verb agreement and articles. Use full stops to separate stages rather than joining several clauses with repeated “then.”

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