Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-06

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 diagram shows that how instant noodles are manufactured.

There are eight types of process in manufacturing instant noodles, the flour in the tank fistly, goes into the storage silos and then goes to the mixer it mix with water and oil the the dough goes to the rollers. On the other hand, rollers take the dough to the dough sheets then it goes to the dough strips which cut the dough into the strips.

Then, in the step 5 the strips goes into the noodles discs which gives round shape to the strips, then in step 6 the discs goes for the cooking (oil) and drying then the discs goes into the cups in the step 7 when the discs get into the cups it contains vegetable and spices while, there was a last step that was labelling and sealing in which the cups gets lables of the brand and gets seal then it goes to the boxes for packinging and the get ready to eat.

the process of manufacturing instant noodles contains eight steps then it becomes ready to eat.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to describe the process of manufacturing instant noodles, noting several steps such as storage silos, mixers, rollers, and packaging. However, the coverage remains partial and somewhat confused in places. For instance, the sequence becomes muddled when describing how the dough moves through the rollers and sheets, and some stages are inadequately explained or linked incorrectly to the diagram's visual data. Furthermore, while there is a basic attempt to present an overview by stating that the process has eight steps, the lack of clear selection and reporting of main features prevents the response from reaching a higher level. To improve, you should carefully trace the logical flow of the entire diagram from start to finish, ensuring that every key stage is clearly identified and described in proper sequence without missing important details or introducing confusion.

Coherence and Cohesion: Band 5.5

The text shows some basic organizational structure, mentioning the beginning and end of the process, and uses a few transition markers like 'Then' and 'On the other hand'. However, there is no clear overall progression, and the text suffers from a lack of effective paragraphing, being mostly bundled into a single run-on block of sentences. Cohesive devices are frequently repetitive and mechanically applied, such as the constant repetition of 'then' to link clauses together. Additionally, referencing is occasionally unclear, making it difficult to follow which component or stage a pronoun refers to. To achieve a higher band, you must structure your response into logical paragraphs—such as an introduction, a body covering the initial preparation stages, and a final body covering the cooking and packaging phases—and vary your cohesive devices to create a smoother, more logical flow.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task, relying heavily on basic, repetitive terms directly copied from the prompt, such as 'storage silos', 'mixer', 'dough sheets', and 'vegetables and spices'. There are noticeable lexical errors and awkward word formations, such as 'packinging' instead of packaging and 'lables' instead of labels, as well as inappropriate phrasing like 'the flour in the tank fistly'. These errors reflect a restricted range of vocabulary and occasional spelling inaccuracies that cause some difficulty for the reader. To improve, you should expand your range of vocabulary by using synonyms and less common functional terms to describe industrial processes, such as 'combine', 'transform', 'extrude', and 'distribute', while paying closer attention to accurate word formation and spelling.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of sentence structures, relying mostly on simple clauses strung together with commas or conjunctions. When complex structures are attempted, they are frequently faulty, leading to run-on sentences and comma splices, such as 'the flour in the tank fistly, goes into the storage silos and then goes to the mixer it mix with water and oil the the dough goes to the rollers.' There are frequent grammatical errors regarding subject-verb agreement ('it mix', 'the cups gets lables'), missing articles, and incorrect prepositions. These frequent errors cause strain and difficulty for the reader. To improve, focus on mastering basic sentence boundaries, avoiding run-on sentences, ensuring correct verb forms, and incorporating accurate complex sentence patterns with appropriate subordinating conjunctions.

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

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