Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-01
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 5.5)
The process diagram shows the process of how instant noodles are manufactured.
Overall, There are total eight stages of the whole process, which are started from storage of silos and the last stage is labeling and sealing of the noodles.
Firstly the process is started with the storage of silos, then it put into mixer where it mixed with the help of water and oil. In third stage the material transferred on rollers to made dough sheets.Further more using machinery dough sheets are converted into strips, In the next stage noodle discs are prepared and in the next phase cooking procedure began and it is cooked with oil and then dry it. Vegetables and spices packed into cups in the second last stage and then, at the end of whol process noodles are labled and sealed. And now noodles are available for sale.
The whole process is used for producing noodels with machinery.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the main parts of the task by outlining the eight stages of manufacturing instant noodles, from flour storage to final labeling and sealing. However, the coverage remains somewhat mechanical and limited. While an overview is attempted, it is repetitive and lacks a more cohesive summary of how the input materials transform into the final packaged product. Certain stages are listed simply without adequate extension or clear reporting of the interconnections shown in the diagram. To achieve a higher band, the response would need to better integrate the various steps, highlighting key transitions and overarching trends rather than merely listing the sequential steps.
Coherence and Cohesion: Band 5.5
The text demonstrates some basic organization with chronological sequencing devices such as 'Firstly', 'In third stage', and 'at the end'. However, the progression lacks smooth overall flow, and the paragraphing is extremely underdeveloped, with the bulk of the response crammed into a single block of text alongside very short, repetitive sentences. Cohesive devices are often used mechanically or repetitively, such as 'in the next stage' and 'and then', creating a choppy reading experience. Referencing is also occasionally unclear. To improve, the writer should group related steps into logical paragraphs and employ a wider, more natural variety of transitional phrases to connect ideas seamlessly.
Lexical Resource: Band 5.5
The vocabulary used is minimally adequate to communicate the basic steps of the process, featuring domain-specific terms like 'storage silos', 'mixer', 'dough sheets', and 'sealing'. However, the range is limited and repetitive, with frequent word choice and spelling errors, such as 'noodels', 'labled', and 'whol'. Expressions like 'put into mixer' and 'made dough sheets' lack precision and natural collocation. Attempts at less common vocabulary are either absent or marred by inaccuracy. To lift this criterion, the student must expand their repertoire of process-related verbs and nouns (e.g., 'transformed', 'extruded', 'conveyed') and pay closer attention to spelling and word forms.
Grammatical Range and Accuracy: Band 5.0
The writing relies heavily on a limited range of sentence structures, mostly consisting of simple sentences and basic compound forms joined by coordinating conjunctions. Attempts at complex structures are frequently faulty, leading to ungrammatical constructions such as 'which are started from storage of silos' and 'it cooked with oil and then dry it'. There are frequent errors in articles, prepositions, and verb forms throughout the text, including passive voice omissions and subject-verb agreement issues (e.g., 'materials transferred', 'noodle discs are prepared'). These errors can occasionally cause difficulty for the reader. Greater control over complex sentence patterns and grammatical accuracy is required to progress.
See this exact question answered at other band scores. The same prompt compared across bands.
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