Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-09-07

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 dagram shows the manufacturing of the instant Noodles. For making instant noodles the main thing is floor, first the floor is store in storage silos. Then it mix it well with water and oil in mixer. Then there is dough sheet connected to the mixer, That roller create a dough sheet of the mixer floor after that it gets cut in strips then it get shaped in noodles discs then it get fry in cooking oil then

in empty noodles cup they put the vegetables and spices for making noodles tasty after putting the vegatables and spices in cup they put a noodles fry discs in cup. Then they start the packing for the noodles cup cup but first they start labeling the cup and then they seal it well and then small cup wrap into the big boxes and big boxes into more big boxes and they are ready for selling in market

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main stages of the manufacturing process, from storage to final packaging. However, the description is somewhat repetitive and lacks a clear overview or summary of the process as a whole. The information is presented as a list of steps rather than a cohesive report, and there is no attempt to group the stages logically (e.g., preparation, processing, and packaging). While the key features are identified, the lack of a clear introduction and a concluding summary prevents a higher score. To improve, ensure you provide a brief overview of the process in the introduction and group related steps into distinct paragraphs.

Coherence and Cohesion — Band 5.0

The response is written as a single, long paragraph, which makes it difficult to follow. There is a lack of paragraphing, which is essential for organizing a process description. While some basic cohesive devices like 'then' and 'after that' are used, they are repetitive and mechanical, creating a monotonous flow. The progression of ideas is linear but lacks sophisticated linking. To improve, you should organize the text into at least two or three paragraphs—for example, one for the preparation of the dough and another for the cooking and packaging stages—and use a wider variety of transition words to connect ideas more naturally.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive, with several spelling errors such as 'dagram' for 'diagram' and 'floor' instead of 'flour'. The phrasing is often simplistic, relying on basic verbs like 'put' and 'make'. There is little attempt to use academic or process-specific terminology, such as 'extrusion', 'dehydrated', or 'automated'. While the meaning is generally clear, the lack of variety and the frequent spelling mistakes limit the score. To improve, focus on learning process-related vocabulary and proofreading for common spelling errors.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, particularly regarding subject-verb agreement (e.g., 'the floor is store', 'it mix it well') and sentence structure. Many sentences are run-on, lacking proper punctuation, which makes the text difficult to read. There is a lack of complex sentence structures; the writing relies heavily on simple, repetitive clauses. To improve, focus on mastering basic sentence construction, ensuring correct verb tenses, and using punctuation to separate distinct ideas. Practicing the use of relative clauses and passive voice, which is standard for process descriptions, would also significantly improve your range.

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