Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-09-26

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 shows the process of manufacturing instant noodles.

Overall, Manufacturing process consist of eight steps. The process starts from transfer flour into mixer than converting strips into noodles discs and at the end noodles stored in cups with lables.

Production of instant noodles start from putting floor into storage silos and raw flour grind in a mixer with water and oil. This paste now converted into dough sheets with the help of rollers. These sheets transformed into strips.

Strips than eventually convert into noodles discs after that these discs also exposed with cooking oil. These discs left for drying before packing in cups. These discs than mixed with spices and vegetables. After that the final process start with sealing cup that contain noodles

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student attempts to describe the process of manufacturing instant noodles, successfully identifying key steps such as flour storage, mixing with water and oil, rolling into sheets and strips, shaping into discs, cooking, drying, and final packaging. However, the response falls significantly short of the 150-word minimum, containing only 124 words. This under-length penalty directly limits the task achievement score. Additionally, there are minor sequencing confusions, such as stating that the discs are mixed with spices and vegetables after being packed into cups, whereas the diagram indicates they are added together into the cups. To achieve a higher band, the writer must expand on the intermediate stages and meet the minimum word count requirement.

Coherence and Cohesion: Band 5.5

The response attempts a basic overall summary and follows a chronological path through the diagram. However, the paragraphing is underdeveloped, and the text reads as a single block of brief sentences rather than a cohesive report. Cohesive devices are minimal and sometimes repetitive or mechanically applied, such as "after that" and "these discs than". Referencing is occasionally unclear, as seen in pronoun and noun transitions between steps. While the progression of the manufacturing process can be generally followed, the lack of sophisticated cohesive links and poor paragraph structuring keep the coherence score at a modest level.

Lexical Resource: Band 5.0

The student uses an adequate range of vocabulary relevant to the process, such as "storage silos", "mixer", "rollers", "dough sheets", and "cooking oil". However, there are notable lexical errors and spelling mistakes throughout the text, including "floor" instead of "flour", "lables" instead of "labels", and awkward collocations like "raw flour grind". The range of vocabulary is limited and repetitive, with frequent reliance on basic words. While communication is not severely impeded, the presence of these errors and the lack of less common lexical items prevent the score from reaching a higher band.

Grammatical Range and Accuracy: Band 5.0

The writing demonstrates a very limited range of grammatical structures, consisting primarily of simple and attempted compound sentences. Complex structures are mostly absent or flawed, such as in the clause "The process starts from transfer flour into mixer than converting strips into noodles discs". There are frequent grammatical errors, including missing prepositions, incorrect verb forms ("transfer" instead of "transferring", "start" instead of "starts"), and incorrect conjunctions ("than" instead of "then"). Punctuation is also sparse. These persistent errors cause some difficulty for the reader and reflect a weak control of grammatical accuracy.

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