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.In 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 complete, the 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 student successfully identifies and reports the main stages of the instant noodle manufacturing process, beginning with flour storage and ending with packaging and transportation. Key features such as mixing, rolling, cutting into strips, steaming/cooking, drying, flavoring, and sealing are all covered in logical sequence. However, the response lacks comparisons where relevant and presents information as a simple sequential list without highlighting key overarching phases or grouping steps effectively. There is no overview paragraph provided, which prevents the response from achieving a higher band. Nevertheless, all parts of the visual prompt are addressed adequately, justifying a Band 5.5.

Coherence and Cohesion — Band 5.0

The text suffers from a lack of proper paragraphing, as the entire body of the response is written as a single dense block of text instead of distinct paragraphs. While basic cohesive devices and sequential markers are used, such as 'Firstly', 'In the next stage', and 'After the mixing', their overuse and repetitive structures make the flow mechanical. Referencing is sometimes unclear, for instance using pronouns like 'this sheets' and 'this noodles disc' where plural and singular forms do not agree. There is an overall arrangement of steps, but the lack of paragraph division and basic cohesion faults limit the score to a Band 5.0.

Lexical Resource — Band 5.0

The student uses a limited but minimally adequate range of vocabulary for describing a process, incorporating terms like 'storage silos', 'cooking oil', 'spices', and 'conveyor belt'. However, there are noticeable word choice and collocation errors, such as 'mix to the flour', 'roll to the roller', 'cross to a small circular thread', and 'arrage the proper way'. Furthermore, spelling and morphological errors are present, including 'transpotation' and 'paking'. While the vocabulary is sufficient to communicate the basic steps of the diagram, the frequent lexical inaccuracies and lack of precision restrict the score to Band 5.0.

Grammatical Range and Accuracy — Band 4.5

The grammatical range is quite limited, consisting mostly of simple and active-voice sentences that attempt to describe a process which is typically rendered in the passive voice. There are frequent basic errors in subject-verb agreement, such as 'the flour are put', 'the water and oil are mix', and 'the material are roll'. Punctuation is also problematic, with missing spaces after commas and periods. Attempts at complex structures often result in grammatical errors. Because these frequent errors cause occasional difficulty for the reader and demonstrate a lack of control over basic agreement rules, a score of Band 4.5 is appropriate.

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