Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-09-14

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 5.0)

The diagram illustrate how the instant noodles are prepared in the industry through the different stages.

Firstly, the flour are put into the storage silos.For the next stage,the water and oil are mix to the flour and all material are mixed to the container.After the mixing is fully completed material are roll to the roller and make the small thin dough sheets.And this sheets are further cross to a small circular thread and prepared a small dough strips.After complete this step,We prepared the noodles discs and this noodles disc are put into the cooking oil for cook.After completing the cooking we drying the noodles disc.In the next stage,the prepared noodles are fill in the cups and put the extra spices like the masala and the vegetables.In the final stage,we sealed the cups and put the labelling for outer body of the cups.After finish the labels the sealed cups are arrage the proper way and put to the convear belt for further paking and transpotation.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers all the main stages of the instant noodle manufacturing process, beginning with the storage silos and ending with the final packaging and transportation. Key features such as mixing, rolling, cutting into threads, steaming/frying, drying, and adding seasoning are successfully reported in sequence. However, the student struggles to synthesise information effectively and fails to make direct comparisons or highlight overarching trends, which keeps the task achievement score at this level. There are minor omissions in detailing specific sub-processes, but the overall progression of the industrial diagram is successfully captured. Because the minimum word count requirement is met, no length-related penalty has been applied.

Coherence and Cohesion — Band 5.0

The writing suffers from severe cohesion and paragraphing deficiencies. The entire response is squeezed into a single, massive block of text instead of being organized into logical paragraphs (such as dividing the preparation phase from the packaging phase). Cohesive devices are repetitive and overly simplistic, heavily relying on words like 'Firstly', 'For the next stage', 'After', and 'In the final stage' at the start of almost every sentence. Furthermore, referencing is sometimes unclear, such as 'And this sheets are further cross' or 'After complete this step, We prepared the noodles discs'. While there is a chronological progression through the diagram, the lack of paragraphing and the mechanical use of basic connectors severely hinder the flow of the text.

Lexical Resource — Band 5.0

The vocabulary used is relatively basic and repetitive, frequently reusing terms like 'noodles', 'cups', and 'stages'. There are noticeable word choice and collocation errors, such as 'water and oil are mix to the flour' instead of mixed with, 'material are roll to the roller' instead of rolled into sheets, and 'put the labelling for outer body' instead of applying labels. Attempts at less common vocabulary are sparse and frequently inaccurate, such as 'arrage the proper way' and 'convear belt'. Although the vocabulary is minimally adequate to convey the basic steps of the diagram, the frequent lexical errors and lack of precision prevent the response from achieving a higher band score.

Grammatical Range and Accuracy — Band 4.5

Grammatical control is weak throughout the response, featuring a very limited range of sentence structures. The student relies almost exclusively on simple sentences or awkward compound structures joined by coordinating words. There are frequent and systematic grammatical errors, particularly involving subject-verb agreement (e.g., 'the flour are put', 'material are roll', 'this noodles disc are put') and missing articles or prepositions (e.g., 'put the extra spices like the masala', 'put the labelling'). Punctuation is also poorly managed, with missing spaces after commas (e.g., 'stages,Firstly', 'stage,the') and incorrect capitalization in the middle of sentences ('We prepared'). These frequent errors cause occasional difficulty for the reader and demonstrate a lack of control over complex structures.

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