Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The diagram illustrates the process of manufacturing instant noodles. Overall, they are eight main stages in the production of instant noodles start is storage silos,mixer, dough sheets, dough strips, noodles discus, cooking and drying, vegetables spices, labelling and sealing.while, the first started from storagr silos to end labelling and sealing cups.

First , the starts from flour is store in storage silos. Then, the flour is mixed with water and oil in mixer. After that, the mixture passes through rollers to make dough sheets.Next the dough strips are cuts into strips. These strips are made into noodles disus.

In the next stage, the noodles are cooked in oil and dired. after that , they are palce into cups. vegetables and spices are added into cups.while, added in instant noodles into cups and sealed the cup and pasked on the front on attach labels . Finally, the cups are labeled and seal packed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by outlining the main stages of the instant noodles manufacturing process, from flour storage to final labeling and sealing. An overview is attempted at the beginning, noting that there are eight main stages. However, some parts of the process are less fully developed or lack clarity. For instance, the transition between forming dough sheets and cutting strips is slightly confused ('Next the dough strips are cuts into strips'), and the final steps regarding the addition of vegetables, spices, and cups are somewhat repetitive and lack precise chronological sequencing. Despite these underdeveloped ideas and minor inaccuracies in tracing the complete flow, the overall progression of the process is successfully communicated, satisfying the requirements for this level.

Coherence and Cohesion: Band 5.5

The response exhibits a coherent overall arrangement, successfully guiding the reader through a sequence of steps. Paragraphing is used to separate the introduction from the body of the process, though the internal division of steps could be more logically structured. Cohesive devices are employed, such as 'First', 'Then', 'After that', and 'Finally', but their usage is sometimes mechanical or repetitive. Furthermore, referencing and transitional phrases occasionally falter, as seen in awkward connectors like 'while, the first started from storagr silos to end labelling and sealing cups'. While logical organization is present, the faulty or mechanical nature of some cohesive links prevents the response from achieving a higher level of cohesion.

Lexical Resource: Band 5.0

The vocabulary used is adequate to accomplish the task, with domain-specific terms borrowed from the diagram such as 'storage silos', 'flour', 'rollers', 'dough sheets', and 'vegetables'. The student attempts less common vocabulary, but this is accompanied by noticeable spelling errors, such as 'storagr', 'disus' for discs, 'dired', 'palce', and 'pasked', as well as word-choice slips like 'are cuts into strips'. Although these errors are frequent enough to highlight limitations in lexical control, they rarely impede overall communication, as the reader can still deduce the intended manufacturing steps.

Grammatical Range and Accuracy: Band 4.5

The response displays a mix of simple and complex sentence forms, though attempts at complex structures often contain errors in grammar, punctuation, and word order. There are several issues with subject-verb agreement and passives, such as 'they are palce into cups' and 'added in instant noodles into cups'. Punctuation and article usage are also inconsistent, evidenced by missing capital letters, stray commas, and awkward phrasing like 'the starts from flour is store in storage silos'. Grammatical errors are present throughout the text; however, they rarely impede communication completely, allowing the core sequence of the diagram to remain understandable.

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