Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-02

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 6.0)

The diagram illustrates the manufacturing process of instant noodles, from flour storage to development of end product.

Overall, it is a man made process which involve eight different stages. The process begins with flour storage, which is then processed and formed a dough. The dough is used in making of noodles after passing through various steps.

In the begining, flour is stored in silos by trucks. This flour is processed toward mixer, which contains water and oil. The mixer mix the flour with water and oil to form dough, which is then passed through rollers and converted into sheets. Afterward, these dough sheets is sliced into strips.

The shape of dough stirps is changed to discs, which are known as noodle discs. These noodle discs proceed toward next phase where they are cooked in oil and dried and then passed through a chanmber where these discs are added in cups contain vegetales and spices. After labeling and sealing, these instant noodle cups are ready to go into stores.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully addresses all parts of the task by outlining the main stages of the instant noodles manufacturing process, from flour storage to the final packaged product. An overview is provided, and the key steps are identified in a logical sequence. However, some aspects of the process are under-developed or missing key details; for instance, the transition from sheets to strips and discs is described somewhat generally without fully capturing all intermediate mechanical steps shown in the diagram. To reach a higher level, the response would need to extend the reporting of specific features with greater precision and depth, ensuring all salient details of the linear process are fully articulated.

Coherence and Cohesion: Band 6.5

The text presents a coherent overall arrangement and follows a clear chronological progression that mirrors the steps in the diagram. Paragraphing is used to separate the introduction, overview, and body stages logically. Cohesive devices are employed to guide the reader through the sequence, such as "In the begining", "Afterward", and "The shape of dough stirps is changed". However, referencing and transitions are at times slightly mechanical or repetitive, and a few cohesive links lack smoothness. To achieve a higher band, the writer needs to employ more sophisticated and flexible cohesive devices while maintaining a seamless flow of ideas from one stage to the next.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating process-related terms such as "manufacturing process", "storage silos", "mixer", "rollers", and "sealed". There are, however, some noticeable spelling and word choice inaccuracies, such as "man made" (instead of man-made), "begining" (beginning), "stirps" (strips), "chanmber" (chamber), and "contain" (containing). These errors do not seriously impede communication, but they reflect a limited control over less common lexical items. To improve this score, the writer should focus on expanding the range of precise technical synonyms and eliminating basic spelling and word-formation errors.

Grammatical Range and Accuracy: Band 5.5

The writing displays a mix of simple and complex sentence forms, demonstrating an attempt to explain a sequential process using relative clauses and passive constructions. There are, however, several grammatical and punctuation errors present throughout the text, such as subject-verb agreement issues ("these dough sheets is sliced" instead of are sliced), missing articles ("development of end product"), and preposition choices. Despite these errors, meaning is generally clear and they rarely impede communication. Moving to a higher band requires a wider variety of complex structures used with greater accuracy, alongside a reduction in basic grammatical slips.

See this exact question answered at other band scores. The same prompt compared across bands.

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