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 picture displays how instant noddles are made.

Flour is key element in making of noodles. Flour is added in storage silos then add water and oil in the flour and put it on mixer. Now mixer is placed in rollers to make the roll of dough then they form dough sheets .Dough sheets undergo in mechine and made a dough strips. When dough stripes made mechine make the noodles discs. Then these noodles discs go for cooking process. They fry in oil and after frying they dry the discus immediately. These noodles discus are then transfered into the cup. Vegetables and spices are then added in cups for the better taste of noodles and made the noodles spicy accoding to coustomer need. Then cups are sealed so that noodles are safe and they donot get damage and then labeling is occure on cups this is important because it tell us its manufacture and expiry date.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting an overview of the instant noodle manufacturing process but struggling with mechanical and structural clarity. While the writer attempts to trace the sequence from flour storage to final labeling and sealing, many details are under-developed or expressed unclearly. For example, the description of how flour, water, and oil are processed through rollers into dough sheets and strips lacks precision, making it difficult for the reader to follow the exact sequence of technical steps shown in the diagram. Furthermore, the selection of main features is somewhat mechanical, relying on a running narrative rather than a well-synthesized overview. To move to a higher band, the writer needs to select the key stages more effectively, group related processes logically, and ensure all parts of the diagram are reported with greater clarity and development.

Coherence and Cohesion: Band 5.0

The response shows some organization with a sequential approach moving from the beginning to the end of the manufacturing process, but there is no clear overall progression due to faulty and mechanical cohesion. The text is largely presented as a single dense paragraph following an inadequate introductory sentence, making the flow disjointed. Cohesive devices are either repetitive or inaccurate, relying heavily on consecutive simple connectors like 'Then' and 'Now' rather than sophisticated logical relationships. Additionally, referencing is occasionally unclear, such as when pronouns jump between singular and plural forms without a firm anchor. To improve, the writer should organize the response into clear paragraphs corresponding to the stages of the process and use a wider variety of cohesive devices to link ideas smoothly.

Lexical Resource: Band 5.0

The vocabulary used is limited but minimally adequate to convey the basic topic of manufacturing instant noodles. The writer attempts some less common vocabulary related to the process, such as 'storage silos', 'discs', and 'expiry date', but these are accompanied by noticeable errors in word choice, word form, and spelling, such as 'noddles', 'mechine', 'stripes', 'discus', and 'occure'. Collocations are also weak, for instance, writing 'labeling is occure' instead of 'labeling occurs' or 'labels are applied'. These lexical errors and awkward formations occasionally cause difficulty for the reader. To achieve a higher band, the writer must expand their vocabulary range, improve spelling control, and use correct word forms and collocations appropriate for academic process descriptions.

Grammatical Range and Accuracy: Band 4.5

The text relies on a very limited range of grammatical structures, consisting mostly of simple sentences and faulty attempts at complex or compound forms. There are frequent grammatical errors throughout the response, including missing articles ('Flour is key element'), incorrect verb forms ('then add water and oil', 'Dough sheets undergo in mechine and made a dough strips'), and problems with prepositional patterns and active/passive voice distinctions ('They fry in oil and after frying they dry the discus immediately'). Punctuation is also weak, with run-on clauses and missing commas. These frequent errors cause considerable difficulty for the reader and reflect a weak control over basic sentence construction. To progress, the writer needs to practice forming accurate simple and complex sentences, improve control over verb tenses and passive voice, and manage articles and prepositions more reliably.

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