Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-12

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)

In the given diagram, a process of manufacturing the instant noodles is shown from the ingrediants used to sealing the cups.

The first part of diagram shows the process of making the noodles. Starting from a storage silos where the flour is first brought through containers or trucks. The flour is then tranfered into the mixer which is added with water and oil and then passed through the rollers which convert the flour passed from the mixer into Dough sheets. The dough sheets then pass the dough from dough strips to convert the dough into strips. After being converted into dough strips, they are passed onto the noodle discs where they are then applied with cooking oil and then left for drying.

The second part shows how the noodles are converted into instatant noodles. The dried noodles are filled into the cups, afterwards passed to a machine where vegetables and spices are added. After adding the spices the cups are passed through a machine which seals the cups and labels them accordingly. Finally the instant noodles are ready to eat.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as beginning with flour and ending with sealed cups, and you describe several central stages, including mixing, rolling, shaping, cooking and drying. However, some details are inaccurate or unclear: the flour is delivered by truck to the silos, rather than being brought through “containers or trucks,” and the dough sheets are formed into strips before the strips become noodle discs. The account also reverses the order of adding vegetables and spices and filling the cups: the diagram shows these ingredients added as the noodles enter the cups. The overview is limited, and the final stage is described imprecisely. A clearer summary of the full sequence and its main transformations would make the report more complete.

Coherence and Cohesion: Band 6.5

The response has a coherent overall arrangement: it follows the manufacturing sequence and separates noodle production from cup preparation with “The first part” and “The second part.” Sequencing expressions such as “Starting from,” “After,” and “Finally” help the reader follow the stages. However, some links are mechanical, and the progression becomes difficult to track in the sentence about dough sheets passing “from dough strips,” which muddles the order of stages. The distinction between the noodles being placed in cups and the vegetables and spices being added is also not clearly organised. To strengthen the progression, give each stage a clear subject and use concise transitions that show exactly what moves to the next machine.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “mixer,” “rollers,” “dough sheets,” “drying,” “seals,” and “labels,” so the reader can recognise the main stages. There is also some useful variation in verbs such as “passed,” “convert,” and “added.” However, several word choices or forms are inaccurate or awkward, including “ingred iants,” “tranfered,” “instatant,” and “applied with cooking oil.” Phrases such as “passed the dough from dough strips” also make the process hard to understand. Use precise process verbs and check spelling and collocations; for example, say that the dough is cut into strips and the noodles are cooked in oil and dried. This would make the vocabulary more accurate and flexible.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including a sequence linked with “which” and time clauses such as “After being converted into dough strips.” The overall meaning is usually recoverable, but errors in sentence construction and grammatical control sometimes obscure the sequence. For example, “Starting from a storage silos” has an article–number mismatch, while “which is added with water and oil” uses an unclear passive construction. The long sentence beginning “The dough sheets then pass…” also lacks a clear grammatical relationship between the stages. Use consistent present-simple passives for process descriptions, and make sure each clause has a clear subject and verb. Shorter sentences would help you control these structures while retaining some complex forms.

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