Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-09-03
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 5.5)
Today we are going to analyze the steps and report the main features and make comparisons of which the noodles have to go through while getting manufactured.
Starting with the step one which is flour. Firstly the flour is added to the storage silos by a truck, they do this so the trucks can get filled again with flour and again transfer the flour in the storage silos. Afterwards the storage silos transfer the flour into the mixer.
The mixer mixes water and oil to the flour so that it could be turned into dough sheets, then the dough sheets are passed forward by the rollers through the machinery that cuts the dough sheets into dough strips. After that the dough strips get converted into noodles discs which then is passed through cooking oil to get fried and then it gets dried off so it cam stay in shape for a longer period.
Moving on with the packaging, the noodles are then transferred into the cups after getting dried, vegetables and spices packets gets added inside the cup with the noodles.
Finishing off with the final step which is labelling the noodles and sealing them off.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.0
The response covers the main stages of the noodle manufacturing process, but it lacks a clear overview, which is essential for a Band 6 or higher. The introduction is informal and does not effectively summarize the process. While the steps are described, the response lacks a professional tone and fails to highlight key features or make meaningful comparisons between stages. The description of the flour delivery is unnecessarily wordy and speculative, focusing on the truck's function rather than the process itself. To improve, you should provide a concise summary of the entire process in the introduction and ensure the description remains objective and focused on the diagram provided.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'Afterwards', 'After that', 'Moving on with'). The transition between the manufacturing steps and the packaging stage is functional but lacks sophistication. The referencing is occasionally unclear, such as in the sentence 'they do this so the trucks can get filled again', which distracts from the process description. Improving the variety of linking words and ensuring that each paragraph has a clear, logical focus would enhance the overall flow and coherence of the report.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for describing the process, but it is quite basic and repetitive. Phrases like 'passed forward', 'get fried', and 'gets dried off' are functional but lack the precision expected in an academic report. There are also some awkward collocations, such as 'noodles discs' and 'stay in shape'. To reach a higher band, you should incorporate more precise, process-oriented vocabulary such as 'conveyor belt', 'extruded', 'dehydrated', or 'automated'. Expanding your range to include more specific technical terms related to manufacturing would significantly improve your score.
Grammatical Range and Accuracy — Band 5.5
The response relies heavily on simple sentence structures. While there are some attempts at complex sentences, they are often marred by grammatical errors, such as 'which then is passed' (subject-verb agreement) and 'spices packets gets added' (plural/singular mismatch). Punctuation is generally functional, but the sentence structure lacks the variety and control required for higher bands. To improve, focus on using a wider range of complex structures, such as passive voice constructions (e.g., 'The dough is then rolled and cut into strips'), which are highly appropriate for process descriptions, and ensure consistent subject-verb agreement throughout your writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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