Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The process illustrates the stages involved in producing instant noodles.

Overall, the process consists several of stages beginning with the storage silos for flour and ending with the labelling plus sealing.

Initially, The flour contains in th storage silos. After that, add water and oil in flour to make a dough using mixer. Then, make a dough sheets with using of rollers. Next, cutting into the strips of dough. Following this, using of dough strips make a noodles discs.

Subsequently, fry the noodles discs and also dry them. Thereafter, pack into the cups with adding vegetables and spices once this is complete, seal the cups and stick the label on to cups.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response only partially addresses the task requirements. First and foremost, the length requirement is not met, as the essay contains only 112 words, falling well short of the 150-word minimum. Regarding content, the report attempts to outline the main steps of the instant noodle manufacturing process, but the coverage is limited and mechanical. While it identifies the beginning and end points in the overview, the details provided in the body paragraphs are heavily abbreviated and lack adequate development. Important transitions and mechanisms shown in the diagram—such as the role of the rollers, the transformation of dough sheets into strips and discs, and the dual process of cooking and drying—are either glossed over or omitted entirely. Consequently, the response remains superficial and underdeveloped, keeping it at a partial-coverage level.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement that bridges the gap between basic organisation and clearer logical progression. It is divided into logical paragraphs, starting with an introduction and overview, followed by sequential body paragraphs. Cohesive devices such as 'Initially', 'After that', 'Then', 'Next', and 'Subsequently' are employed to guide the reader through the steps of the process. However, some aspects of cohesion are mechanical or faulty. For instance, referencing is sometimes unclear, and the transition between sentences can feel abrupt due to the short, fragmented nature of the clauses. While the sequencing reflects the order of the diagram, the paragraphing and linking devices show characteristics of the next band by maintaining a clear chronological flow, yet they lack the flexibility and smooth progression required for higher scores.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate for describing a basic process. The student attempts some topic-specific terms related to the diagram, such as 'storage silos', 'dough', 'strips', 'noodles discs', 'vegetables and spices', and 'labelling plus sealing'. However, there are noticeable lexical and word-form errors that reflect a restricted range. Examples include awkward phrasing like 'The flour contains in th storage silos' (misuse of voice and spelling slip), 'add water and oil in flour', and 'make a dough sheets with using of rollers'. These errors in word choice, collocation, and phrasing sometimes cause difficulty or hesitation for the reader, restricting the score to a limited range of vocabulary.

Grammatical Range and Accuracy: Band 5.0

The grammatical range is quite limited, consisting mostly of simple and attempted complex structures that are frequently faulty. There is a lack of control over basic sentence architecture, evidenced by missing subjects and incorrect verb forms, such as 'The flour contains in th storage silos' (passive/active confusion), 'add water and oil in flour' (imperative-style fragment without a clear subject), and 'using of dough strips make a noodles discs'. Frequent errors in prepositions, articles (such as missing articles before singular countable nouns like 'mixer' or 'cup'), and word forms within grammatical patterns appear throughout the text. These persistent errors can cause difficulty and require the reader to work harder to decode the intended meaning.

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