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 illustration gives information about the production process of the instant noodles. Overall, the process of production of noodles have completed after the following stages.

It is quite evident from the diagram that the production of noodles are complete after the following process. Firstly, a flour is mix in the silos storage after this both water and oil have added. Than dough sheets are produce with the help of rollers. This dough cut into strips and this strips have converted into the noodles discs and it is the middle stage of the noodles production.

Furthermore, after making the noodles discs the process of cooking have started at this stage oil is add in it after the cooking the further process is stop for dry the noodles. Than noodles have filled into the cup and add the mixer of vegetables and spices. After this the price tags are labeling in the cup and the last stage is starting at this stage sealed this noodles cup.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response covers the main stages of the manufacturing process from flour storage to final labeling and sealing, thereby addressing the requirements of the task. However, the information presented is at times repetitive and lacks clear, well-developed extension of all features. For instance, the overview sentence is vague and merely repeats that the process is complete, rather than highlighting key stages such as the transformation into discs, cooking, and packaging. While the overall sequence is discernible, some parts of the process are under-developed or described with slight inaccuracies, such as stating that 'the price tags are labeling in the cup' instead of explaining the addition of labels, cups, and seasoning. To reach a higher level, the writer should provide a more precise and comprehensive overview of the entire linear process and ensure all key stages are described clearly without unnecessary repetition.

Coherence and Cohesion: Band 6.0

The text demonstrates a coherent overall arrangement with a clear attempt to follow the chronological order of the diagram, moving from the silos to the final packaging stage. Paragraphing is used to separate the introduction from the middle and final stages of the process. However, the progression is sometimes mechanical and relies heavily on repetitive transitional markers like 'after this,' 'then,' and 'at this stage.' Referencing is also occasionally unclear, such as 'it is the middle stage of the noodles production,' where the pronoun reference is somewhat ambiguous. Cohesive devices are used rather simplistically and at times inaccurately. To improve, the writer should employ a wider and more flexible variety of cohesive devices to link steps smoothly, ensuring that transitions signal the relationship between stages with greater precision and naturalness.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, with noticeable errors that occasionally hinder smooth reading. The writer relies heavily on basic terminology and demonstrates difficulty with word forms and collocations, such as 'silos storage' instead of 'storage silos,' 'price tags are labeling' instead of 'labels are applied,' and 'mixer of vegetables' instead of 'mixture of vegetables.' Spelling and word choice issues are apparent throughout the text, including phrases like 'flour is mix' and 'dough sheets are produce.' To achieve a higher band, the writer needs to expand their lexical range to include precise, process-specific vocabulary (such as 'conveyed,' 'extruded,' or 'packaged') and ensure correct word forms and collocations are used consistently.

Grammatical Range and Accuracy: Band 4.5

The writing exhibits a very limited range of grammatical structures, relying mostly on simple sentences and basic active or passive constructions. Attempts at more complex sentences are frequently faulty, leading to frequent errors in subject-verb agreement, tense usage, articles, and prepositions. Examples of grammatical errors include 'the production of noodles are complete,' 'a flour is mix,' 'water and oil have added,' and 'sealed this noodles cup.' Punctuation is also weak, with run-on structures and missing commas affecting sentence boundaries. To improve, the writer must work on mastering basic sentence mechanics, improving control over verb forms and passive voice structures in process descriptions, and reducing the frequency of basic grammatical errors that impede communication.

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

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