Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The processed diagram illustrates the process of manufacturing instant noodles in manufacturing hub in step by step. instant noodles are made with man processes so there are eight process of making noodles.

Overall, Flour are comming with the help of truck and stored in storage silos after that machaneries doing their work of making instant noodles. after some time stored flour are coming in mixer section where the mix with oil and water after that roller mixed all the flour.

with the help of dough sheets the paste are going next step after that paste are processed in dough strips after dough take noodles shape along with in nextthere are coming in cooking and drying section of the proces of making instent noodles.

Moreover, after all processes done my making of noodles then they are comming in manufacturing section. the noodles are stored in cup with some vegitables and spices for making tasty after that they need to labels in cup for how to making and prepare instent noodles and also brand name. after all the processes cups are ready to sold.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the task by attempting to describe the steps involved in manufacturing instant noodles, such as flour storage, mixing, and packaging. However, the coverage remains limited and partially developed. While the writer outlines several stages, the descriptions often lack clarity and fail to fully report key features and comparisons of the visual data. For instance, processes like the transition from dough sheets to strips and discs are overly simplified or generalized as 'the paste are going next step'. To move up to a higher band, the response would need to present a clearer and more fully developed overview of the entire process, accurately highlighting all main stages and transitions without omitting key mechanical details.

Coherence and Cohesion: Band 5.5

There is a basic logical arrangement in the response, moving broadly through the stages of production from flour to packaged noodles, and paragraphing is attempted to separate introduction, body, and conclusion. However, overall progression is hindered by repetitive phrasing and weak cohesive devices. Connectors such as 'after that' are heavily overused and mechanical, creating a disjointed flow. Additionally, referencing is occasionally unclear, such as pronoun use and transitional phrases like 'along with in nextthere'. To improve, the writer should employ a wider and more accurate range of cohesive devices and ensure that each paragraph builds logically upon the previous one with clearer links between steps.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, containing noticeable errors that occasionally impede communication. The writer attempts some less common vocabulary related to the process, such as 'silos', 'machaneries', and 'manufacturing', but these are undermined by frequent word choice, spelling, and word form errors, such as 'comming', 'instent', and 'vegitables'. Phrasing often sounds unnatural or translation-like, as seen in expressions like 'for making tasty' and 'ready to sold'. To achieve a higher band, the response requires a broader range of vocabulary used with greater precision and correct spelling, along with appropriate collocations specific to describing technical processes.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, relying heavily on simple or poorly constructed complex sentences. There are frequent errors in grammar and punctuation throughout the text, including subject-verb agreement issues ('Flour are comming', 'machaneries doing'), incorrect article use ('in mixer section', 'in cup'), and faulty prepositional patterns. Attempts at complex clauses often result in tangled structures that can cause difficulty for the reader. To reach a higher standard, the writer needs to demonstrate better control over basic grammatical forms, improve sentence punctuation, and produce a mix of error-free simple and complex sentences.

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

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