Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The pictoral depiction below shows how instant noodles are being made from the scratch.

Overall the whole process of instant noodles making comprises of 8th steps. The production process starts from flour and ends with the packaged product.

Manufacturing of Instant noodles starts from storing flour in the storage silos, then the flour get transferred to the mixer which later get added with water and oil. After that mixed flour get converted into flour dough. Flour dough then get transferred to sheet maker that create flour dough sheet . Moving forward the sheet get inside dough strip machine and dough strips are then rolled forward to next machine setup for further process.

Afterward the disc machine create noodles discs from the dough strips and move it toward the deep frying section. Noodles discs get deep fried with cooking oil and get dried. Later it get delivered to the cups and vegetables and spices are added. The next process involves labelling of brand name on the cups and the process ends with sealing the cup.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by outlining the eight main stages of the instant noodle manufacturing process, from storing flour to packaging the final product. An overview is provided, noting the start and end points and the total number of steps. However, some aspects of the process are described with uneven development; certain intermediate mechanical phases, such as the transition from sheets to strips and discs, are slightly repetitive and lack a fully synthesized overview of the overarching sequence. The report covers the key stages sequentially, but further extension and comparison between mechanical units would elevate the task achievement level.

Coherence and Cohesion: Band 6.5

The response demonstrates a clear overall progression that guides the reader logically from the beginning to the end of the manufacturing process. Paragraphing is used appropriately to separate the introduction, overall summary, and the sequential steps of production. Cohesive devices such as 'then', 'After that', and 'Moving forward' are employed to connect the stages, though referencing and linking can occasionally feel mechanical or repetitive rather than fluidly integrated. To achieve a higher band, the text would benefit from a wider variety of advanced cohesive devices and more sophisticated referencing to smooth the transitions between complex technical steps.

Lexical Resource: Band 6.0

The vocabulary used is adequate for the task, successfully incorporating process-specific terms such as 'storage silos', 'mixer', 'dough sheets', and 'deep frying'. There are attempts to use less common vocabulary, though this is sometimes accompanied by awkward word choices or minor morphological errors, such as 'pictoral depiction' instead of 'pictorial depiction' or '8th steps' instead of 'eight steps'. Spelling and word choice are generally clear enough to communicate meaning without impeding the reader, but greater precision and lexical variety are needed to reach the next band.

Grammatical Range and Accuracy: Band 5.5

The response makes use of a mix of simple and some complex sentence forms to describe the stages of production. There are several grammatical errors and awkward structures present, such as 'flour get transferred', 'mixed flour get converted', and 'Later it get delivered', which show inconsistency in passive voice formation and subject-verb agreement. Punctuation and articles are also handled with occasional lapses. While these errors occur regularly throughout the text, they rarely impede communication, allowing the reader to follow the chronological flow of the diagram successfully.

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