Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-08

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 6.0)

The given diagram illustrates the information about the process of production of ready to eat noodles.

Overall, there are eight steps which are used for the formation of instant noodles. All the steps are interlinked with each other, omission of any step may halt the whole process.

After analysing, it can be clearly seen that in first step, flour is reached at storage silos by trucks. In the second step, mixing machine is used to mix the flour with water and oil, after that with the help of rollers, mixture of water and oil is converted into dough sheets. Then, these sheets are made dough strips in the fourth step, nextly, noodles discs are put on to machine.

The daigram further collates that, in the subsequent step, noodles discs are cooked with oil. Afterwards, they are dried. In the next step, noddles are put in cups along with vegetables and spices. In the last step, the process of labelling the cups is completed and further cups are sealed to to complete the manufacturing process of instant noodles.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages from flour storage through mixing, shaping, cooking, adding ingredients, and packaging, and your opening overview identifies an eight-step process. The sequence is generally recognisable, but some details are unclear or inaccurate: the flour is transported to the silos by truck, while the diagram does not show the flour being “reached” there; and the noodles are formed into discs before cooking, rather than simply being “put on to machine.” You also say the mixture of water and oil becomes dough sheets, omitting the flour’s role, and do not clearly report that the noodles are dried after cooking in oil. The overview’s claim that omitting any step may halt production is an unsupported inference. More precise coverage of these stages would strengthen the summary.

Coherence and Cohesion: Band 6.5

The response has a clear overall shape: an introduction and overview are followed by two paragraphs describing the process in sequence. Time markers such as “In the second step,” “Then,” and “In the next step” help the reader follow the stages. However, the repeated step-by-step framing can feel mechanical, and some links between stages are unclear. For example, “nextly, noodles discs are put on to machine” does not explain their transformation into discs, while “The diagram further collates that” is an awkward transition into the final stages. The overview also introduces a claim about omission halting production that does not help connect the process details. Use more varied, precise linking and make each stage lead clearly into the next.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “storage silos,” “rollers,” “dough sheets,” “vegetables and spices,” and “labelling” and “sealed,” so the reader can identify most stages. However, the range and control are uneven, with noticeable spelling and word-choice problems: “daigram” and “noddles” are misspelled, “nextly” is not a natural sequencing word, and “the diagram further collates” uses an unsuitable verb. Some phrases are also imprecise, such as “formation of instant noodles” and “mixture of water and oil,” which leaves out the flour. Choose standard process verbs and accurate collocations, such as “is transported,” “is combined,” and “is shaped,” and check spelling carefully to make the description more precise.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including a sequence joined with “after that” and a contrastive overview beginning “Overall.” The stages are usually understandable, but grammatical control is inconsistent. Examples include the missing article in “in first step,” the awkward passive construction “flour is reached at storage silos,” and the unclear clause “these sheets are made dough strips.” The final sentence also contains a repeated “to” in “to to complete,” while several long sentences join multiple stages without clear punctuation. Practise accurate passive forms for process descriptions—for example, “the flour is transported to the silos” and “the sheets are cut into strips”—and divide longer sequences into clearly punctuated clauses. This would preserve your range while improving accuracy.

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

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