Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 15 · 2026-09-01
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 4.5)
THE DIAGRAM SHOWS THE INFORMATION ABOUT THE MANUFACTURING INSTANT NOODLES.
OVERALL, THERE ARE 8 DIFFERENT STEPS, WHICH START FROM FLOUR STORAGE SILOS AND END UP WITH Lbles ND SEALING.
FIRSTLY, FLOUR IS COLLECTED INTO STORAGE SILOS AND THEN THAT FLOUR WHEN INTO MINER WHERE THEY MIXED WATER AND OIL IN FLOUR AS A RESULT THEY GET DOUGH. THOSE DOUGH SHEERTS CROSESS ROLLERS AND THAN GET STRIPS. AFTER THAT , WITH THOSE STRIOS THEY MAKE NOODLES DISCS , THESE DISCS WENT THROUGH THE COOKING PROCESS AND FOR DRYING AS WELL.
MOREOVER, VEGETABLES AND SPICE ADDED INTO CUPS AND WENT FOR LABLELLING AND SEALING PROCESS. AFTER THAT THEY WENT TO SHOPS FOR SELL.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.0
The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student identifies the main stages of the process, the description is overly brief and lacks the necessary detail to fully explain the manufacturing cycle. The summary of the steps is mechanical and misses opportunities to make meaningful comparisons or provide a more comprehensive overview of the process flow. Because the response is substantially under-length, it cannot be considered a fully developed report of the provided diagram.
Coherence and Cohesion — Band 5.0
The essay is organised into a brief introduction and two short paragraphs. While there is a basic attempt at logical sequencing using transition words like 'Firstly', 'After that', and 'Moreover', the flow is disjointed. The paragraphing is somewhat arbitrary, and the lack of cohesive devices makes the text feel like a list of steps rather than a cohesive report. The referencing is occasionally unclear, and the overall structure lacks the sophistication required for higher bands.
Lexical Resource — Band 4.5
The vocabulary is quite limited and repetitive. The student relies on basic verbs such as 'get', 'make', and 'went', which are not appropriate for a formal academic report. There are several spelling errors, such as 'Lbles', 'MINER' (likely intended as 'mixer'), 'DOUGH SHEERTS', and 'STRIOS', which hinder readability. The range of vocabulary is insufficient to describe a technical process with precision, and the student struggles to use topic-specific terminology effectively.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors that impede communication. There are consistent issues with verb tense consistency (e.g., 'when into', 'they mixed', 'these discs went'), subject-verb agreement, and article usage. Sentence structures are mostly simple, and the attempt at complex sentences is marred by errors in punctuation and word order. For instance, 'that flour when into MINER where they mixed water and oil in flour as a result they get dough' is a run-on sentence that lacks proper grammatical control.
See this exact question answered at other band scores — the same prompt compared across bands.
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