Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 15 · 2026-09-25

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 4.5)

The diagram depicts how manufactured instant noodles .

overall, instant noodles the first step are storage silos then following several important process to make the instant noodles.

The flour from car goes to two storage silos keep the goods fresh then next step flour goes into mixer the flour mix with water and oil after complete the mixing process and mixer pass through the rollers into dough sheets and then goes all product into dough strips .the mixer going into round shape noodles discs after the all discs cooking with oil and after cooked also dying the number of discs .then all discs complete dying send into cups and this process the flavor added the vegetable and spices after adding the the two thing the cups sending into the final step labels and this process cups put the labeling and sealing the the cups after the labels step complete the instant noodles are ready .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to describe the linear manufacturing process of instant noodles depicted in the diagram, touching upon key stages such as storage silos, mixing, rolling into sheets and strips, shaping into discs, cooking and drying, and finally packaging with vegetables, spices, labels, and sealing. However, the task achievement is severely limited by poor clarity, omission of some mechanical connections, and an inability to clearly articulate the sequence of steps. The overview attempted in the second sentence is fragmented and ungrammatical ('instant noodles the first step are storage silos'). While the main stages are mentioned, the lack of well-developed reporting and precise relational descriptions places this submission at a lower band level. It meets the minimum word count but fails to present the information in a well-organised, fully reported manner.

Coherence and Cohesion: Band 4.0

Coherence and cohesion are major weaknesses in this response. The text lacks proper paragraphing, presented instead as a single, run-on block of text. There is an almost complete absence of correct punctuation, leading to long, confusing sentences connected awkwardly by repetitive conjunctions like 'and' or 'then' (e.g., 'after complete the mixing process and mixer pass through the rollers into dough sheets and then goes all product into dough strips'). Progression is difficult to follow because cohesive devices are either missing, inadequate, or mechanically misused. Referencing is unclear, leaving the reader struggling to connect pronouns or nouns to the correct stages of the manufacturing process.

Lexical Resource: Band 4.5

The vocabulary used is extremely basic, repetitive, and heavily relies on copying terms directly from the prompt (e.g., 'storage silos', 'mixer', 'dough sheets', 'dough strips', 'noodles discs', 'vegetables and spices', 'labelling and sealing'). The student attempts some less common words related to the process, such as 'manufacturing' and 'process', but frequent word-choice errors and incorrect parts of speech occur throughout, such as 'dying' instead of 'drying', 'car' instead of 'truck', and 'flavor added the vegetable'. There is very little flexibility in lexical range, and vocabulary errors occasionally cause strain and confusion for the reader.

Grammatical Range and Accuracy: Band 4.0

Grammatical control is extremely weak throughout the response. The text contains numerous major grammatical errors, run-on sentences, missing verbs, and incorrect verb forms. For instance, the opening sentence is incomplete ('The diagram depicts how manufactured instant noodles .'). Throughout the text, subject-verb agreement is frequently violated, and subordinate structures are absent or severely malformed (e.g., 'after complete the mixing process' and 'after adding the the two thing the cups sending into the final step'). Punctuation is virtually non-existent, with no periods or commas used correctly to separate clauses. The range of structures is limited to faulty simple and attempted complex sentences that frequently impede communication.

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