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 chart illustrate that how instant noodles are manufactured.

Overall, we clearly seen in this digram noodles manufacturing flour where to store what the procees are happend in hole procedure step by step.

Firstly a flour came to storage silos they its gong to mixing part where water and oil mix with flour after mixing all thing its come on rollers a dough sheets then cut in to dough strips there are a part where noodles turen into a discs form after that main process cooking in oil and let them drying for severl time.

Then it come form last procedure that is noodle discs into cup with mixing vegetables pluse spices for a taste and final part is cups are labeled with brand badging and sealing the cups after that instant noodles are ready to shipping.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, failing to meet the minimum length requirement of 150 words by stopping at 137 words. While the writer attempts to summarize the main steps in the instant noodle manufacturing process, the information is presented in a limited and somewhat repetitive manner. An overview is attempted in the second paragraph, but it is mechanical and lacks clarity. Key stages from the visual diagram, such as the transition from dough sheets to strips and discs, are mentioned superficially without fully detailing the sequence or interrelationships of the various processing units. To reach a higher level, the response must meet the word count requirement and present a well-developed overview alongside a clearer, more thorough recounting of all main features in the process.

Coherence and Cohesion: Band 5.5

There is some basic organization with an introductory attempt at an overview and a sequential recounting of the process using transition markers like 'Firstly' and 'Then'. However, there is no clear overall progression, and the text suffers from a lack of proper paragraphing, as most of the response is clumped together into run-on sentences. Cohesive devices are repetitive, mechanical, or inadequate, particularly with overused pronouns and vague conjunctions such as 'after that' and 'its come'. Reference words are frequently unclear, making it difficult for the reader to follow the exact logical flow. To improve, the writer should structure the response into distinct paragraphs with a clear introduction, overview, and body, employing a wider and more accurate range of cohesive ties to guide the reader smoothly through the stages.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for describing a process, featuring basic terms like 'water', 'oil', 'flour', and 'cups'. There are noticeable lexical errors and awkward collocations, such as 'badging' instead of 'branding', 'pluse' instead of 'plus', and 'shipping' instead of 'distribution'. Word formation and spelling inaccuracies are also present, for example 'digram' for diagram, 'turen' for turn, and 'severl' for several. These errors sometimes cause difficulty for the reader. To achieve a higher score, the writer needs to incorporate a wider and more precise range of vocabulary related to manufacturing processes, ensuring correct word formation, spelling, and natural collocations throughout.

Grammatical Range and Accuracy: Band 4.5

The text displays a very limited range of grammatical structures, relying heavily on simple sentences joined by comma splices or run-on structures, such as 'Firstly a flour came to storage silos they its gong to mixing part where water and oil mix with flour...'. Attempts at complex sentences are frequently faulty, containing missing auxiliary verbs, incorrect prepositions, and severe punctuation errors. There are frequent grammatical errors in verb forms, subject-verb agreement, and articles throughout the response, which can cause significant difficulty and confusion for the reader. To progress, the writer must work on basic sentence boundary punctuation, control of verb tenses for process descriptions, and the accurate formation of complex clauses.

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