Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 15 · 2026-11-14

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 6.5)

The diagram demonstrates the overall manufacturing process of instant noodles from flour storage to label and packaging

Overall, the production process comprises of eight steps namely storage, mixing, dough processing, dough cutting, cooking, drying, ingredients used, labeling and sealing.

The process commence with the flour which is already stored in huge silos. The flour is collected from the silos and put it into the mixer where it mixes with water and oil to convert it into a fine dough. The dough then move through the rollers and convert into sheets which is then pass through the cutters that make long strips of the dough. The stripped dough travels towards the noodle disc and subjected to cooking in oil and then drying. Afterwards, the dried noodles then go into their respective noodles cup into which vegetables and spices are added. Ultimately, the final step in which the noodles are subjected to labelling and sealing, and are ready to dispatched.

To sum up, instant noodles are manufactured in eight dedicated steps from storage to dispatch.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main sequence from flour storage through mixing, shaping, cooking, adding ingredients, and final packaging, and your overview identifies the process as a series of stages. Most details match the diagram, including water and oil entering the mixer and vegetables and spices being added to cups. The account is not fully precise in places: the diagram shows dough strips formed from sheets and then shaped into noodle discs, whereas “the noodle disc” makes this transition unclear. Also, the overview says there are eight steps but lists more than eight activities, and “dispatch” is not shown as a labelled stage. To strengthen the response, distinguish the key stages more accurately and make the overview’s count consistent with the process described.

Coherence and Cohesion: Band 7.0

The response has a clear overall progression: an introduction and overview are followed by a chronological account, with “Afterwards” and “Ultimately” helping signal later stages. This makes the manufacturing sequence easy to follow. The final “To sum up” repeats the overview rather than adding a useful concluding point, and some links between stages are compressed—for example, the movement from dough sheets to strips and then discs could be separated more clearly. There is also a slight mismatch between the overview’s list of activities and the later sequence. Organising the stages into clearer groups and using references such as “these strips” or “the resulting discs” would make cohesion more flexible and precise.

Lexical Resource: Band 6.0

You use a relevant range of process vocabulary, including “silos,” “mixer,” “rollers,” “strips,” “cooking,” and “sealing,” so the reader can understand the production stages. Some choices are imprecise or unnatural for this diagram: “the noodle disc” is unclear, “respective noodles cup” is awkward, and “fine dough” adds a quality not shown in the visual. “Label and packaging” also does not accurately name the final labelled and sealed stage. Aim for precise process terms and natural collocations, and avoid adding descriptive details that the diagram does not provide. More accurate wording for the shapes and packaging stages would improve clarity while retaining your useful range of relevant vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including a relative clause in “the final step in which…” and a sequence of linked process clauses. However, some errors in verb forms and agreement remain. For example, “The process commence” should be “The process commences,” “The dough then move” should be “moves,” and “which is then pass” needs a passive form such as “which is then passed.” In “The flour is collected … and put it into the mixer,” the subject and object structure do not align; use “and is put into the mixer.” The final phrase “ready to dispatched” also needs “ready to be dispatched.” Checking agreement and passive constructions would improve accuracy.

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