Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-09

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 illustrate how to produce instant noodles from flour and by using the machines there is point to point explanation in this passage about what shows the diagram

In this diagram at first point there is silos diagram shows the one truck of flour has been transfer the flour into silos and there is storage of flour in silos and the 2nd point of diagram flour in mixer machine where is added some water and oil with flour and mix all the mixture in 2nd point the diagram shows in the point 3rd making the process of sheets by the help o f rollers and these dough sheets is go to next machinery for convert into dough strips that is shows in diagram point no. 4 and diagram shows the in point no. 5 and 6 is process of creating the noodles of disc and cooking process also diagram shows in point 7 or 8 in these point addedd some vegetables and spices and the last process is sealed the noodles it is 8 point in diagram

In the end diagram shows the whole process of how to making instant noodles from flour in 8 point and diagram explaining what is the process of making noodels step by step

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the general subject and report several stages, including flour entering silos, mixing with water and oil, forming sheets and strips, and adding vegetables and spices before sealing. However, the response only minimally fulfils the task because it does not give a clear overview of the process as a whole or accurately explain all key stages. The cooking and drying stage is only vaguely mentioned, and the final product emerging in cups is omitted. Some details are also unclear, such as “creating the noodles of disc.” Focus on the main sequence and include a concise overview—for example, that production moves from flour preparation through shaping and cooking to packaging.

Coherence and Cohesion: Band 5.0

The response follows the broad order of the diagram, and phrases such as “at first,” “next,” and “in the end” help the reader recognise a sequence. However, most information is placed in one long paragraph, with little separation between stages. Repeated wording such as “the diagram shows” and “point” makes the progression mechanical, while references like “these point” and “it is 8 point” are not always clear. Organise the report into an introduction, an overview, and paragraphs covering preparation/shaping and cooking/packaging. Use a small range of accurate sequencing links, rather than repeatedly referring to numbered points.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “silos,” “mixer,” “rollers,” “dough sheets,” “dough strips,” “vegetables,” and “spices,” so the reader can identify several stages. However, the range is limited and key terms are often expressed inaccurately or repetitively. Phrases such as “silos diagram,” “noodles of disc,” and “the last process is sealed the noodles” are awkward or unclear, and “noodels” is misspelled. Use precise process collocations, such as “the dough is shaped into discs,” “the noodles are cooked and dried,” and “the cups are labelled and sealed.” This would make the description clearer and more appropriate to an academic process report.

Grammatical Range and Accuracy: Band 4.5

There are attempts to connect several stages in longer sentences, but the response relies heavily on basic structures and many sentences are difficult to follow because of frequent grammatical errors. For example, “The diagram illustrate” has incorrect subject–verb agreement, while “these dough sheets is go” and “how to making” show problems with verb forms. Articles and sentence boundaries are also often missing or unclear, as in the long opening sentence and the extended description of stages. Practise writing shorter, complete sentences with a consistent present simple passive, such as “The flour is transferred to a mixer” and “The dough is rolled into sheets.” This will improve accuracy and readability.

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

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