Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-04

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 daigram below illustrates the manufacturing process of instant noodles.

Overall, the whole manufacturing process of instant noddles is divided into eight steps.

At a fleeting glance, the picture reveals that the process begins with flour transported to storage silos and is stored till the second step starts. The stored flour is than grinded into the rollers machine along with water and oil at the second stage of the process. Followed by dough sheets coming out of rollers made from the mixer of flour, water and oil. The dough sheets are than cut into strips in the machine itself making the strips ready for the next step.

Further analysis of the process demonstrates that at the 5th stage of the process the dough strips are turned into noodles discs in the machine making it more compact, and than the discs are fried into cooking oil and even drying of cooked discs take place at the same stage and are readly packed into the serving cups. At almost the last second stage, dried vegetables and spices are mixed into the cups of instant noddles and finally the serving containars are labelled and seal packed making the instant noddles ready to eat.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all main steps of the instant noodle manufacturing process, satisfying the core requirements of Task Achievement. The student identifies the overall progression from storage silos to labelling and sealing, pointing out key transformations such as mixing flour with water and oil, forming dough sheets and strips, creating noodle discs, frying and drying, and finally adding spices and packaging. However, the development is slightly uneven; certain parts of the process, particularly the transition from rollers to dough sheets, are explained with some minor inaccuracies in how the machinery is described (e.g., 'grinded into the rollers machine'). To reach the next level, the response would need to ensure every step is reported with absolute precision and fully extended overview statements that capture all critical visual features more fluently.

Coherence and Cohesion: Band 6.5

The report demonstrates a coherent overall arrangement and follows a logical chronological sequence that mirrors the process diagram. The student introduces the process adequately and uses paragraphing to separate the stages into logical chunks. Cohesive devices are employed to guide the reader through the steps, using transition markers such as 'At a fleeting glance', 'Followed by', and 'Further analysis of the process'. However, some cohesive referencing feels a bit mechanical or heavy-handed for an academic report, and referencing is occasionally slightly awkward. To improve further, the writer should integrate cohesive devices more naturally and ensure smoother transitions between sentences without relying on overly conversational framing phrases.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating process-specific terms such as 'manufacturing process', 'storage silos', 'dough sheets', and 'sealing'. There are, however, noticeable word-choice, spelling, and word-form errors that prevent the lexical score from being higher. Examples include spelling mistakes like 'daigram', 'noddles', 'grinded', 'than' (used instead of 'then'), 'readly', and 'containars'. Additionally, phrasing such as 'almost the last second stage' lacks precision. While these lexical slips do not completely impede communication, they reflect a limited control over less common vocabulary and spelling accuracy, placing this criterion at the current band.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence forms, demonstrating attempts at relative clauses and participial phrases, such as 'flour transported to storage silos' and 'strips ready for the next step'. There are some grammar errors present, primarily concerning prepositions inside grammatical patterns and passive voice constructions, such as 'flour is than grinded into the rollers machine' and 'vegetables and spices are mixed into the cups'. Punctuation and article use also show occasional inconsistencies. Nevertheless, these errors rarely impede communication and the basic meaning remains clear. To achieve a higher band, the student must produce a greater proportion of error-free complex sentences and exercise tighter control over prepositions and verb forms.

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

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