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 given diagram displays the process of manufacturing of instant noodles.

it is clear that, the diagram illustates the process of making of instant noodles and these are classified in various steps. Starting with storing flour after that mix the flour, at the end of the process put noodles in the cups and labeling plus sealing.

Firstly, the process start with unloading flour from trucks and stored them in storage slots after that put flour in the mixer where mixer add water or oil with flour to make t dough. Secondly the dough passes from the rollers to make sheets, at the sametime the dough sheets pass through from cutters where they dough strips. Furthermore, there is a machine which gives noodles strips a shape like a disc and then it pass from the hot co

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count requirement of 150 words, stopping abruptly at 136 words, which negatively impacts Task Achievement. While the student attempts to outline the main features of the instant noodle manufacturing process—such as flour storage, mixing with water and oil, rolling into sheets, and cutting into strips—the description is incomplete and cuts off before reaching the final stages of the diagram. Furthermore, the overview provided in the introduction is repetitive and vague ("The given diagram displays the process of manufacturing of instant noodles. it is clear that, the diagram illustates..."). To achieve a higher band score, the response must be fully developed to the required length and cover all steps of the process from the silos to the finished cups of noodles.

Coherence and Cohesion — Band 5.0

The response demonstrates some organizational structure with sequence markers like "Firstly", "after that", and "Secondly". However, the logical progression is hindered by poor paragraphing, run-on sentences, and abrupt transitions. The introductory section is overly repetitive, and the text ends mid-sentence without completing the description, creating a disjointed overall flow. Cohesive devices are used mechanically rather than flexibly, and referencing is occasionally unclear, such as shifting abruptly between different stages of the diagram without clear signposting. To improve, the writer should structure the response into logical paragraphs (such as an introduction, a body paragraph for the initial preparation stages, and a final paragraph for the packaging stages) and ensure a complete and smooth flow of information from start to finish.

Lexical Resource — Band 5.0

The lexical resource is limited and repetitive, with basic vocabulary used throughout (e.g., "process", "make", "put", "machine"). There are also noticeable word choice and collocation errors, such as "stored them in storage slots" (instead of silos) and "make t dough". The student attempts some less common technical vocabulary from the prompt, such as "mix", "rollers", "sheets", and "strips", but spelling and morphological errors occur (e.g., "illustates", "sametime"). Vocabulary control is strained at times, though meaning is generally discernible for the parts that are completed. A wider range of precise vocabulary and correct collocations related to industrial processes would be necessary to push into higher bands.

Grammatical Range and Accuracy — Band 5.0

The response features a mix of simple and attempted complex sentence structures, but grammatical control is weak. There are frequent punctuation and capitalization errors, such as starting a new sentence with a lowercase letter ("it is clear...") and missing punctuation boundaries. Run-on sentences are prevalent, formed by stringing clauses together with commas or conjunctions without proper subordination (e.g., "Firstly, the process start with unloading flour from trucks and stored them in storage slots after that put flour in the mixer..."). Grammatical inaccuracies—such as subject-verb agreement issues ("process start" instead of starts) and tense inconsistencies—are common and occasionally impede smooth reading. The response cuts off abruptly mid-sentence at the end, leaving an incomplete structure.

See this exact question answered at other band scores — the same prompt compared across bands.

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