Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-11-13

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)

The diagram illustrates the process of making instant noodles.

Overall, there are several steps that are used in the manufacturing of the noodles; Mixing of flour, Passing the roller area to make sheets and strips, Drying process and packaging.

The flour is transfer from the carrage then pass on into the storage silos where the flour kept safe and free from the damage. Afterwhile, the floor is taken to the mixer machine where the water and oil added into the flour to make a mixture of hard dough. The instant noodles process takes place, Firstly it passed through the rollers to make the dough soft and flattend, then pass onto the dough strips where the dough seperated into small different lengths. Furthermore, the preperation on noodles start in the noodles discs, cooking oil is added into the noodles and then dried, after drying the noodles are pour into the cups, where some spices and vegetables are added. The last step includes the labelling and sealing to store the noodles also the expiration date and nutrient facts are mentioned, then it is send to the supermarket.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as a sequence and give a useful overview of its main phases, from mixing and shaping through cooking, drying and packaging. Most stages are included, and details such as adding water and oil and putting vegetables and spices into cups are relevant. However, some steps are unclear or inaccurately described: the flour is delivered by truck to the silos, rather than being transferred from a “carrige,” and the noodles are cooked in oil and dried before the cups are filled. The final claims about an expiration date, nutrient facts and delivery to a supermarket are not shown in the diagram. To strengthen the response, report the visible stages precisely and avoid adding unsupported details; the overview could also describe the process as a whole more clearly.

Coherence and Cohesion: Band 6.5

The response has a recognisable structure: an introduction, an overview and a chronological account of the stages. Sequencing expressions such as “Afterwhile,” “Firstly,” “Furthermore” and “The last step” help the reader follow the process. The progression is generally logical, but some links are mechanical or awkward, and the overview’s semicolon-separated list does not form a smooth summary. Several sentences also combine multiple stages, making the sequence harder to track—for example, the sentence beginning “The instant noodles process takes place” moves from rollers to strips and then to discs. Use clearer stage-by-stage sentences and consistent transitions such as “Next” and “Finally,” while ensuring each reference clearly identifies the material or product being described.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “mixer,” “rollers,” “dough,” “strips,” “noodles discs,” “spices” and “labelling and sealing,” so the reader can understand the general subject. There is also some attempt to describe transformation, such as dough being flattened and separated. However, word choice and spelling errors are noticeable and sometimes make the account less precise: “carrige,” “Afterwhile,” “flattend,” “seperated” and “preperation” are inaccurate, while “hard dough” and “the noodles are pour into the cups” are not natural expressions. Some wording is repetitive, particularly repeated references to “the noodles.” Build accuracy with standard process collocations and use precise terms such as “dough sheets,” “dough strips” and “noodle cups.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the overall sequence can usually be understood. However, grammatical control is inconsistent, especially with passive forms and verb agreement. For example, “The flour is transfer” should use a past participle, and “the water and oil added” is missing an auxiliary. The sentence “the flour kept safe” also needs a finite verb, while “it is send” has an incorrect verb form. Tense and sentence construction are uneven in “then pass onto the dough strips,” and punctuation is weak in the overview, where a semicolon joins a list of fragments. Practise forming consistent passive clauses for process descriptions, such as “the flour is transferred” and “the noodles are dried,” and check that every sentence has a complete verb structure.

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