Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-11

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)

This diagram illustrates the process of instant noodles being manufactured in the factory.

Nowadays instant noodles are very popular among the youth everyones need is instant noodles, instant noodles were made of atta or maida, so how they are prepared.

Firstly truck carrying kgs of flour (atta or maida) come to the factory then the flour has to be transfered to big containers called storage silos after that noodles go to the mixer where there is oil and water after coming out from mixer noodles converted into dough sheets then from dough sheets it changes to dough strips, the cutter cutts the dough sheet into dough strips now they are being connverted into noodle discs which you see the cirlce bunch of noodles.

Then noodles are fried in cooking oil and dried although they are loaded in cups there are mixing of vegetable and spices, and now the labeling and packaging has to be done, after sometime the instant noodles are ready to sold and ready to eat.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the general subject and report several central stages, including flour entering silos, mixing with water and oil, forming sheets and strips, cooking and drying, and adding vegetables and spices. However, the account is only a partial description of the process: it does not clearly explain the rollers or how the noodles are shaped into discs, and it omits the final labelling and sealing stage as a distinct step. The opening comments about popularity and what noodles are made from do not help summarise the diagram, while the overview of the process as a whole is missing. Some details are also unsupported, such as the flour being “atta or maida” and the noodles being ready to eat. A clearer overview and more accurate coverage of the stages would strengthen the response.

Coherence and Cohesion: Band 5.5

The stages are presented in broadly chronological order, and words such as “Firstly,” “then,” and “after that” help the reader follow the process. The paragraph break also separates the opening from the main description. However, the response has no clear overview, and much of the process is compressed into long sentences joined by repeated sequencing words. For example, the second paragraph moves from the truck to the mixer, dough sheets, strips, and discs without clear sentence boundaries or transitions between each stage. The final paragraph similarly combines cooking, cup filling, ingredient addition, and packaging. Organising the stages into clearer groups and using more varied, precise linking would make the progression easier to follow.

Lexical Resource: Band 5.0

The response uses some relevant process vocabulary, including “storage silos,” “mixer,” “dough sheets,” “dough strips,” and “cooking oil,” so the reader can recognise many stages. However, the range is limited and several choices are inaccurate or awkward for describing a diagram. “Noodles go to the mixer” and “noodles are fried” are imprecise because the material is dough before it becomes noodle discs. There are also noticeable spelling and word-form errors, such as “transfered,” “cutts,” “connverted,” and “cirlce,” which reduce clarity. Replace conversational or vague wording with specific process terms, and check spelling carefully. More accurate verbs such as “are shaped,” “are cooked,” and “are sealed” would improve precision.

Grammatical Range and Accuracy: Band 5.0

You attempt to describe a sequence using both simple clauses and longer sentences, but control is uneven. Several sentences contain multiple clauses without effective punctuation, as in “after coming out from mixer noodles converted into dough sheets then from dough sheets it changes to dough strips.” This makes the relationships between stages difficult to follow. Verb forms and agreement are also frequently inaccurate: “truck … come,” “the flour has to be transfered,” and “the cutter cutts” need corrected forms and consistent passive constructions. Articles and sentence boundaries are often missing, particularly in the opening. Practise writing one clear sentence for each stage, using the present simple passive consistently—for example, “The flour is transferred to the mixer”—and check agreement, articles, and punctuation.

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