Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-09-18

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)

The diagram illustrates the procedure of the manufacturing of instant noodles from initial storage of flour in silos to the final stage of labelling and sealing.

Overall, it is a linear process consisting of eight main stages. Firstly, flour stored in large silos, then mixed with water and oil to make dough. The dough is subsequently rolled and cut into strips, then cooked and dried. Noodle discs put into cups and vegetables and spices are added before labelling and sealing.

Initially, flour is kept in large silos for storing then it is transfer into mixer for adding water and oil to make dough. The dough is rolled to makes sheets then these sheets are cut into think strips. Noodles discs are cooked in oil and dried, then put noodles discs into individuals cup. Afterward, vegetables and spices are added into noodle cups for favorable. At the final stage, cups are labelling and sealing before ready to selling.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student successfully identifies the main purpose of the diagram, which illustrates the eight-stage manufacturing process of instant noodles. An overview is provided in the second paragraph, outlining the linear nature of the process. Key features are reported, covering the steps from the initial storage of flour in silos through mixing, rolling, shaping, cooking, drying, and finally adding spices, vegetables, and cups before labelling and sealing. However, there are some minor inaccuracies and awkward phrasing in reporting specific steps, such as mentioning 'favorable' instead of flavouring and some slight confusion in the sequence of putting noodles into cups. Nevertheless, all parts of the task are addressed, earning a solid Band 6.0.

Coherence and Cohesion — Band 5.5

The response has a clear overall progression, taking the reader logically through the sequential steps of the manufacturing process from start to finish. Paragraphing is attempted, with an introduction, an overview paragraph, and a body paragraph detailing the steps. However, paragraphing and cohesion are somewhat faulty in the third paragraph, which is overly dense and repetitive. Cohesive devices such as 'Firstly', 'subsequently', 'Initially', and 'Afterward' are used, but referencing and linking can become mechanical. For instance, sentences like 'then it is transfer into mixer' and 'then put noodles discs into individuals cup' disrupt the flow and cohesion of the text, limiting the score to a Band 5.5.

Lexical Resource — Band 5.0

The student uses an adequate range of vocabulary suitable for describing a manufacturing process, incorporating terms such as 'manufacturing', 'silos', 'dough', 'strips', 'discs', and 'sealing'. However, there are noticeable word-choice errors, incorrect forms, and spelling/inflection mistakes throughout the text, such as 'transfer' instead of transferred, 'think' instead of thin, 'individuals cup' instead of individual cups, 'favorable' instead of flavour, and 'labelling and sealing' where verb forms are mixed up ('cups are labelling and sealing before ready to selling'). These lexical errors occasionally cause difficulty or require rereading, placing the vocabulary performance firmly at a Band 5.0.

Grammatical Range and Accuracy — Band 5.0

The writing exhibits a mix of simple and complex sentence forms, but control over grammar and sentence structure is weak. There are frequent grammatical errors, particularly with verb tense consistency, missing auxiliary verbs, and incorrect passive voice formations (e.g., 'it is transfer into mixer', 'The dough is rolled to makes sheets', 'cups are labelling and sealing before ready to selling'). These errors frequently impede smooth reading and demonstrate limited control over grammatical structures. While the student attempts complex arrangements, the frequency of basic structural mistakes prevents the score from exceeding Band 5.0.

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