Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-05

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 making of instant noodles which had various stages such as storage, mixer, dough sheets, dough strips, discs, cooking, adding spices and packing.

Initially, flour has been collected from the silos and then it was added into mixer with water and oil. At the next stage, the flour was converted into sheets and cutted into small strips using cutter and moved forward then it take shape of discs and send for cooking. After cooking noodles into oil it gets dry before sending it for packing. At the following stage, noodles were packed into the cups with vegetables and spices which helps to improve flavour. The labels were apply to cups and sealed the cups air tight to remained last for a long.

The process of manufacturing instant noodles followed 8 different stages starting from storage of flour and at last stage is packing the cups and applying labels.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main parts of the task by outlining the key stages of manufacturing instant noodles from flour storage to final packaging. However, the treatment is only partial because some descriptions lack mechanical detail, and the overview at the end is overly simplistic and repetitive. For instance, stating that the process 'followed 8 different stages starting from storage of flour and at last stage is packing' merely repeats what was already mentioned in the introduction and body paragraphs rather than synthesising the broader trends or key features of the diagram. To achieve a higher band, the response would need to present a clearer, more developed overview highlighting the transformation from raw ingredients to packaged cups, and provide a more fully developed account of the intermediate steps such as pressing into sheets and discs.

Coherence and Cohesion: Band 5.5

The text demonstrates some overall organisation by attempting to divide the process into a chronological sequence, starting with 'Initially' and moving through 'At the next stage' and 'At the following stage'. However, there is no clear overall progression due to awkward grouping and mechanical, repetitive transitional devices. Furthermore, referencing is sometimes unclear, such as 'which helps to improve flavour' and 'to remained last for a long', which creates confusion regarding what specific noun phrases are being modified or referenced. Paragraphing is attempted, but the paragraphs are brief and disjointed, particularly the final one-sentence summary paragraph which lacks analytical depth. To improve cohesion, the writer should use a wider variety of referencing pronouns and connective phrases that link clauses smoothly rather than relying on basic sequential markers.

Lexical Resource: Band 5.5

The vocabulary used is limited and minimally adequate for describing a simple industrial process. The student attempts some less common technical items related to the diagram, such as 'silos', 'discs', and 'sealing', but these are accompanied by noticeable errors in word choice and word formation, such as 'cutted' instead of cut, 'apply' instead of applied, and 'remained last for a long' instead of last a long time or remain fresh. Other expressions like 'making of instant noodles' are rather basic. While the errors do not completely impede communication, they restrict the lexical range and cause some difficulty for the reader. Incorporating a more precise range of process-specific verbs and nouns, alongside correct morphological forms, would elevate the lexical score.

Grammatical Range and Accuracy: Band 5.0

The response relies on a very limited range of sentence structures, primarily simple and basic complex sentences, and attempts at complex structures are frequently faulty. There are frequent grammatical errors throughout the text, including tense confusion ('flour has been collected', 'it was added', 'the flour was converted'), incorrect passive voice usage ('noodles were packed into the cups with vegetables and spices which helps', 'The labels were apply to cups'), and missing prepositions or articles. For example, 'send for cooking' should be sent for cooking, and 'into oil' lacks necessary article control. These frequent errors put strain on the reader and indicate a lack of reliable control over basic grammatical forms. To improve, the student must focus on consistent tense usage in process descriptions and accurate formation of passive structures.

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.