Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-09-24

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 process diagram illustrates the method how noodles are manufactured.

Overall, their are total seven steps involved in the production of noodles. The process begin with the storage of silos which are taken through the trucks whereas, the final step involve the shifting of the noodles into the cups.

To begin with, the stored silos are converted into flour which then transported through different vehicles. Furthermore, oil and water are mixed in the mixture which are go through the rollers and are changed into dough sheets. Going forward these sheets are then replaced with the strips of dough. It is although the main process which gives the long strips like structure to the dough.

The process continues and they are being converted into the noodles dics which are then undergo through the process of cooking and drying. Moreover, vegetables and spices are added in the noodles which are then packed in the cups. After their manufacturing is completed they are then displayed in the markets or grocery shops.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to describe the process of manufacturing instant noodles, but it contains several significant inaccuracies and misinterpretations of the diagram. For example, the writer states that "the stored silos are converted into flour," whereas flour is actually delivered into the storage silos via truck. Furthermore, the final paragraph mentions that after manufacturing they are "displayed in the markets or grocery shops," which is outside the scope of the provided diagram. While the main stages of the process are mentioned, the lack of accurate reporting and the inclusion of outside information prevent the response from achieving a higher band. To improve, the student must strictly adhere to the visual data provided without misinterpreting the direction of the steps or introducing extraneous details.

Coherence and Cohesion: Band 5.0

The response is organized into four paragraphs, attempting an overview and sequential reporting of the process steps. However, logical progression is frequently disrupted by awkward phrasing and confusing transitions, such as "the process begin with the storage of silos which are taken through the trucks." Cohesive devices are sometimes inaccurate or awkward, as seen with "whereas" and "it is although the main process." Paragraphing is attempted, but the grouping of ideas lacks cohesive flow, making the progression difficult to follow at times. To reach a higher band, the student should use standard transition signals for process descriptions (e.g., "subsequently," "following this") and ensure clearer referencing between steps.

Lexical Resource: Band 5.0

The lexical range is limited and basic, with frequent vocabulary errors and unnatural collocations. The student misuses terms related to the diagram, such as referring to "storage of silos" instead of flour storage silos, and "noodles dics" instead of discs. Other awkward expressions include "mixture" instead of mixer. While some basic process-related vocabulary is attempted, errors in word choice and spelling occasionally impede communication. To improve lexical resource, the student should incorporate more precise topic-specific vocabulary and learn correct collocations for describing manufacturing processes.

Grammatical Range and Accuracy: Band 5.0

The writing displays a limited range of grammatical structures, relying heavily on basic sentence forms with frequent grammatical and mechanical errors. There are notable errors in subject-verb agreement and article usage, such as "their are total seven steps" and "the process begin." Passive voice, which is essential for describing a manufacturing process objectively, is mishandled or avoided entirely (e.g., "which are go through the rollers"). Punctuation and phrasing errors persist throughout the text, causing some difficulty for the reader. To improve, the student needs to practice forming complex sentences accurately, particularly focusing on passive structures for processes.

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