Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-09-22
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 illustrates the process of manufacturing instant noodles and how noodles is subsequently used to produce concrete for several purposes.
Overall, manufacturing noodles involves eight stages, beginning with the storage silos and ending with the labeling and sealing the noodles. In contrast, producing noodles is a simpler process that consists mixing several ingredients.
To make noodles, we need all the beneficial machines and the ingredients. There are crucial machines such as storage silos, mixer, dough sheets, noodles discs, cooking (oil) and drying, and many others. There is also a such ingredients to make noodles they are water, oil, flour, vegetables, spices and packing plastics. Through this ingredients it helps to produce noodles easily. First of all, We need to store the flour and put water and oil to mixed it. Then roll it into dough sheets. Also put into the noodles discs, cooking and drying, and then provides cups to put vegetables and spices. And then the noodles will be ready and it will be label and seal it into the plastic. Then, it will be ready easily.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to describe the process of manufacturing instant noodles, but there is a major misinterpretation in the introduction where it claims noodles are used 'to produce concrete for several purposes'. This indicates a serious misunderstanding of the visual data. While the response identifies several key stages such as storage silos, mixing, dough sheets, cooking, and sealing, the overall summary is confused and inaccurate regarding the purpose of the output. The description lists stages in a disjointed manner rather than presenting a coherent, well-structured overview of the entire manufacturing process. Because the core content is distorted by irrelevant claims and lacks a precise overview of the linear stages, the performance falls short of higher bands, earning a band score of 5.0.
Coherence and Cohesion — Band 5.0
The text is divided into three paragraphs, including an introduction, overview, and body paragraph. However, the logical progression is flawed due to confusing statements and repetitive phrasing. Cohesive devices are used awkwardly or repetitively, such as the overuse of 'Then' and 'And then' to link nearly every sentence in the final paragraph. Paragraphing is attempted, but the internal cohesion of the final section is poor, making the sequence feel mechanical and disjointed. Referencing is occasionally unclear, particularly when transitioning between the ingredients and the machinery. These organizational weaknesses limit the response to a band score of 5.0.
Lexical Resource — Band 5.0
The student uses basic and repetitive vocabulary throughout the response, such as 'noodles', 'machines', 'ingredients', and 'make'. There are noticeable lexical inaccuracies and inappropriate word choices, most notably the completely incorrect use of the word 'concrete' in the introduction. Other phrasing, such as 'all the beneficial machines' and 'a such ingredients', demonstrates a limited control of collocation and word formation. While some task-specific terms are lifted directly from the prompt (e.g., 'storage silos', 'dough sheets', 'vegetables and spices'), the overall lexical range is narrow and inadequate for precision, warranting a band score of 5.0.
Grammatical Range and Accuracy — Band 5.0
The response contains a very limited range of grammatical structures, relying heavily on simple sentences and faulty attempts at complex or compound forms. There are frequent grammatical errors that can cause difficulty for the reader, including subject-verb agreement issues (e.g., 'how noodles is subsequently used', 'to mixed it'), incorrect prepositions, and fragment sentences. Punctuation is also problematic in places. Although the meaning can be deciphered with effort, the high frequency of errors across basic and attempted complex structures restricts the score to a band 5.0.
See this exact question answered at other band scores — the same prompt compared across bands.
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