Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-08-05
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 5.0)
The images shows manufacturing process of instant noodles from raw material to finshing. The process is described in step-by-step with details.
overall, Their are many food industries like sunfeast, nestle uses the same process to manufacture instant noodle by labeling defferent packs like maggie, yippee..etc.
To begin with, the process starts with storages silos , this enters into a mixer combining with sutaible flavour and mixers with water and oil to get appropriate dough sheet . And then dough sheet is passes towards doght strip machine portion to create seperate strips of noodle when they are in wet condition. After that those are made in disc shapes according to the weight in fifty section.
On other side, Noodles discs are dried at certain tempararature and applied with cooking oil to cook instatntly. Finally, dired noodles were moved towards labeling which includes putiing them in a specific containers with some required vegitables and spices for taste, and then final step is lebelling and air tight sealing. Sealed packs are lebelled with different names by many food industries.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main stages of the manufacturing process, from raw materials to the final product. However, the overview is problematic; it introduces external knowledge about specific brands like 'Sunfeast' and 'Nestle', which is not present in the diagram and is irrelevant to the task. The description of the process is generally accurate, but some stages are described vaguely, such as 'fifty section', which does not clearly explain the transformation of the dough. To improve, focus strictly on the information provided in the visual prompt and ensure the overview highlights the key stages (e.g., mixing, shaping, drying, and packaging) rather than speculating on real-world branding.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the process. However, the use of cohesive devices is often mechanical or inaccurate. For example, 'On other side' is an awkward transition, and the use of 'And then' at the start of sentences is repetitive. Referencing is sometimes unclear, such as in the phrase 'those are made in disc shapes', where the antecedent is slightly ambiguous. While there is a logical flow from the beginning to the end of the process, the lack of sophisticated linking words and the occasional awkward phrasing limit the overall coherence.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task but lacks precision and contains several spelling errors, such as 'finshing', 'sutaible', 'doght', 'tempararature', 'instatntly', 'dired', 'putiing', 'vegitables', and 'lebelling'. These errors are frequent and occasionally distracting. The range of vocabulary is limited to basic process-related terms. To reach a higher band, you should focus on using more precise terminology related to industrial processes (e.g., 'extrusion', 'dehydration', 'automated packaging') and ensure that common words are spelled correctly to avoid impeding the reader's understanding.
Grammatical Range and Accuracy — Band 5.0
The response uses a mix of simple and some complex sentence structures, but there are frequent grammatical errors throughout. Issues include subject-verb agreement ('The images shows', 'industries... uses'), missing articles ('starts with storages silos'), and incorrect verb forms ('mixers with water'). Punctuation is also inconsistent, particularly with the use of commas and periods. While the meaning is generally clear despite these errors, the high frequency of grammatical slips prevents the text from achieving a higher score. Focusing on basic sentence construction and proofreading for subject-verb agreement would significantly improve the quality of the writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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