Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 15 · 2026-09-27
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 4.0)
The diagram illustrate showing the how to process the noodles are manufactured.
Overall, manufacturing instant noodles are start the process easy the car has storage tha silos and second process silos mixer the and add the water plus oil and roolers prees the mixer nad dough the sheet and going the the other process noodles dics and cooking dry oil and add the cup of noodles ready for going to market.
On the one hand, the noodles are started the process firstly the storage silos and throught out the mixture and add.Oil nad water machine is slowely going the dugh sheet and starting the process next the dought strips and make the noodles of start the shap od noodles.
On the second hand, the process is continew nad machine is starat the work. While the add the noodles vegtables spices and ready for next process michine is add the noodles of cup and other process of the next chipts of off labelling sealing of ready off noodles and going to market and sales of other people.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 3.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 4.0
The student attempts to describe the process of manufacturing instant noodles, mentioning several key stages such as storage silos, mixing flour with water and oil, rollers, dough sheets and strips, cooking and drying, and adding vegetables before labelling and sealing. However, the response contains severe inaccuracies and misreadings of the diagram, such as claiming that 'the car has storage tha silos' and confusing the sequence. The overview provided in the second paragraph is extremely confused and lacks clarity. The information presented is often difficult to follow, failing to provide a clear, well-structured summary of the main features and comparisons as required for an Academic Task 1 response.
Coherence and Cohesion: Band 4.0
The response is divided into paragraphs, but the logical organization and progression are severely compromised. The student uses mechanical and highly unusual transitional phrases like 'On the one hand' and 'On the second hand' which are inappropriate for describing a linear process. Referencing is frequently unclear, and cohesive devices are either absent, inadequate, or misused, resulting in a disjointed text where sentences lack smooth logical links. There is no clear overall progression from the beginning to the end of the manufacturing process due to fragmented and incoherent sentence structures.
Lexical Resource: Band 4.0
The vocabulary used is extremely basic, repetitive, and often inaccurate. Words are frequently misused or distorted (e.g., 'roolers prees', 'dought strips', 'michine', 'chipts'). The student attempts to use some task-related terms like 'storage silos', 'vegetables', and 'labelling', but these are embedded within sentences containing such severe lexical errors that communication is frequently strained and obscured. There is no control of less common lexical items or collocations appropriate for an academic process description.
Grammatical Range and Accuracy: Band 3.5
The grammatical range is extremely limited, consisting almost entirely of heavily flawed, fragmented simple and attempted complex sentences. There are constant, pervasive grammatical errors throughout the text, including missing verbs, incorrect verb tenses, faulty word order, and severe punctuation issues (e.g., 'The diagram illustrate showing the how to process the noodles are manufactured', 'manufacturing instant noodles are start the process'). These frequent errors distort meaning and make almost every sentence ungrammatical, causing significant difficulty for the reader.
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