Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-03

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 given figer illustrates the production of instant noodles.

In an overview, the process include eight different stage. beganning with storing flour and ends with lebelling and sealling those produced by level of spicesness.

At the outset of the method, flour are taken to a storage silos near the production factory, flour are added with water and oil into a mixer to create a dough. those are rolled into a slightly sheets like shape and those are cutted into tiny strips.

throughout the process those strips are tangle into a round biscut but a large shape in width, those are fried into oil until they are cooked and drying process start at the same time. those noodled are are place in a plastic containner and added some vegetables and spices to make them deleous and sealed now labelling and distribution starts, first they are labeled according to different spices level, brand loga and ingredence are added and those are distribution process begans

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all the main stages of the diagram, moving from the initial storage of flour through mixing, rolling, cutting, frying, and finally to adding spices, labelling, and sealing. An overview is attempted in the second paragraph, outlining that there are eight distinct stages and mentioning where the process begins and ends. However, some aspects of the explanation are slightly under-developed or imprecise, such as describing the noodles as being 'tangle into a round biscut' and the details regarding the distribution phase. Despite these minor limitations, the overall flow of the process is clearly addressed, satisfying the requirements for this band level by providing a relevant summary with a generally clear overview.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement, successfully guiding the reader through a sequence of manufacturing steps using basic time and sequence markers such as 'At the outset of the method', 'throughout the process', and 'now'. However, referencing and cohesion are at times faulty or mechanical. For instance, the transition between sentences relies heavily on comma splices rather than proper conjunctive devices, as seen in 'those are rolled into a slightly sheets like shape and those are cutted into tiny strips.' Furthermore, paragraphing is not fully optimised, as the introduction and overview are separated, but the body of the text collapses multiple distinct process stages into dense, run-on blocks. Clearer division of paragraphs corresponding to distinct phases of production would enhance the overall logical progression.

Lexical Resource: Band 5.0

The student uses an adequate range of vocabulary for the task, attempting less common terms such as 'production', 'ingredients', and 'distribution'. However, there are noticeable spelling and word-choice errors throughout the text, including 'figer' instead of 'figure', 'beganning' instead of 'beginning', 'lebelling', 'sealling', 'biscut', 'deleous', and 'loga'. These errors do not seriously impede communication as the reader can still grasp the intended meaning, but they restrict the lexical score. Additionally, some collocations are awkward, such as 'spicesness' and 'level of spices level', reflecting a limited control of word formation and lexical precision.

Grammatical Range and Accuracy: Band 4.5

The writing displays a limited range of grammatical structures, relying primarily on simple sentences linked together with coordinating conjunctions and commas. Attempts at more complex structures frequently result in faulty syntax and punctuation errors, particularly run-on sentences and comma splices, as demonstrated in 'those are fried into oil until they are cooked and drying process start at the same time.' There are also frequent errors in subject-verb agreement and voice, such as 'flour are taken' and 'those noodled are are place', alongside incorrect verb forms like 'cutted'. These persistent grammatical inaccuracies require careful reading, though they rarely obscure the ultimate meaning of the process.

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