Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The diagram illustrates the main eight steps for manufacturing of instant noodles. Each procedure have certain qualtiy, it can be discuss in upcoming paragraphs.
The procedure is start from storing the wheat into two main tanks. Furthermore, it can be transfer to mixer part in which flour are mixed with water and oil into the rollers. Afterthat, hard form of mixture converted to double sheets. these double sheet placed into conveyer, they convert this sheet into double strips then noodles discs.
In addition, cooking oil are placed into noodle discs and wait for dry in order to pack into packaging cups for delivery purpose. Meanwhile, these cups can advertised with the help of mentioning the type of vegetables and spices on wraps. Afterthat, brand labelling are properly tagged on it and sealing with the help of label machines.
Overall, placed Cooking oil and dryness contain most essential part to make the noodles cups. Which is followed by labelling and sealling process that also important to reach company brand at global level.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the main stages of the instant noodle manufacturing process, outlining steps from the storage silos and mixer through to rollers, shaping into sheets, strips, and discs, and concluding with cooking, seasoning, and packaging. However, the coverage remains somewhat limited and mechanical. Certain stages, such as the transition from dough sheets to strips and discs, are described with sparse detail, and the overview lacks a comprehensive summary of the entire linear sequence. While the general progression is traceable, the ideas are under-developed, meaning the response addresses the prompt only partially, missing opportunities to synthesize how the raw ingredients are fully transformed into the final consumable product.
Coherence and Cohesion: Band 6.0
The text demonstrates a coherent overall arrangement by attempting to follow the chronological order of the diagram, dividing the process into four distinct paragraphs. However, cohesion is frequently mechanical and sometimes faulty. Transitional phrases like 'Furthermore', 'Afterthat', and 'In addition' are used, but referencing is occasionally unclear, such as in the phrase 'these double sheet placed into conveyer, they convert this sheet'. Paragraphing is present, yet the logical progression between sentences feels disjointed due to abrupt shifts in the description of the mechanical stages. While the text is structured into paragraphs, the internal cohesion requires smoother links to guide the reader effortlessly through the manufacturing sequence.
Lexical Resource: Band 5.0
The lexical range is limited and minimally adequate for the task. The student attempts some less common vocabulary related to the diagram, such as 'storage silos', 'conveyer', and 'packaging cups', but makes noticeable errors in word choice, collocation, and word formation (e.g., writing 'qualtiy' instead of quality, 'dry' instead of drying, and 'advertised' instead of labeled). Spelling errors like 'Afterthat' and 'sealling' appear throughout the text. These lexical inadequacies and inaccuracies occasionally cause difficulty for the reader and prevent the vocabulary from achieving the flexibility and precision required for higher bands.
Grammatical Range and Accuracy: Band 5.0
The response employs a limited range of grammatical structures, relying heavily on simple sentences alongside faulty attempts at complex ones. Frequent errors in subject-verb agreement (e.g., 'Each procedure have', 'cooking oil are placed'), missing articles (e.g., 'is start from'), incorrect verb forms (e.g., 'it can be discuss', 'it can be transfer'), and non-standard prepositional use are present throughout. Punctuation is also weak, with run-on phrasing and incorrect capitalization. These frequent grammatical errors cause noticeable strain and difficulty for the reader, restricting the control over grammatical patterns to a basic level.
See this exact question answered at other band scores. The same prompt compared across bands.
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