Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-09-19
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 shows the manufacturing process of instant noodles. This will help us understand what makes noodles so soft and tasty, and we can also try it at home. The process starts with the delivery of flour to storage silos, it is transferred to mixer later. Water and oil are also added to the mixer to make the dough soft. Once the dough is ready, it is spread on dough sheets with the help of rollers. Dough sheets are passed through the machine, which gives strips shape amd then it is passed through the next step, where noodles disc will be formed. Cooking oli is added and excess water is removed by drying it, and now put in the cups.Additionally, vegetables and spices are added to the cups to make it tasty and the process proceeds to labelling and sealing to make it easy for the customer to check ingredients and the company.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the instant noodle manufacturing process from the delivery of flour to labelling and sealing. However, the student includes personal commentary in the introductory paragraph ("This will help us understand what makes noodles so soft and tasty, and we can also try it at home"), which is inappropriate for an academic report that requires an objective, neutral tone. Furthermore, some steps are described with minor inaccuracies or omissions, such as rushing through the transition from dough strips to noodle discs. While the overall progression of the process is traceable, the inclusion of subjective remarks pulls the task achievement down.
Coherence and Cohesion — Band 5.0
The text suffers from a major structural flaw in the first paragraph, where the second sentence is separated by excessive spacing, and the entire response is compressed into just two lengthy paragraphs. The second paragraph essentially forms a single block of text containing multiple steps without adequate paragraph breaks or clear transitional signposts between stages. Cohesive devices are basic and repetitive (e.g., 'then it is passed through', 'and now put in'), leading to mechanical cohesion and a lack of smooth progression. Referencing is occasionally unclear, such as pronoun use referring back to previous steps.
Lexical Resource — Band 5.5
The student demonstrates an adequate vocabulary for describing a process, successfully using words such as 'delivery', 'storage silos', 'transfer', and 'ingredients'. However, there are notable spelling and word-choice errors, including 'amd' instead of 'and', 'oil' misspelled as 'oli', and awkward phrasing such as 'noodles disc' and 'put in the cups'. Attempts to use less common lexical items are limited, and these errors occasionally distract the reader, placing the response firmly in the band 5.5 to 6.0 range.
Grammatical Range and Accuracy — Band 5.5
The writer attempts a mix of simple and complex sentence structures, but control over grammar is inconsistent. There are several run-on sentences and comma splices, such as in the second sentence: 'The process starts with the delivery of flour to storage silos, it is transferred to mixer later.' Other errors include missing articles ('transferred to mixer', 'put in the cups') and minor morphological issues. While meaning is generally conveyed, frequent grammatical slips prevent the response from achieving a higher score.
See this exact question answered at other band scores — the same prompt compared across bands.
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