Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-14

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 5.5)

The diagram illustrates the manufacturing of instant noodles. Overall, the whole process is linear, consisting on 8 main stages.

Strarting with storing the raw material to mixing it with water and oil to form a dough. Later this dough is pressed to form sheets which are then cuted to take the exact shape of noodles, right after that these are cooked and some spices are added and ends at labelling the finnal product.

Initially, the making strarts with storing the flour in stroade silos which is then passed to big mixers. Here it is mixed with oil and water in order to make perfact dough. This dough is ready to be pressed by rollars in order to make its sheets where, cutters also cutted them. The given string are turned to noodles discs for cooking. The cooked noodles are then dried and some vegetables and spices are added to inhance its flavor. The last step of making is putting the cooked noodles in cups and sealing it. So here they are ready for their delievery.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a manufacturing process and give a broad overview from flour storage to the finished product. Several key stages are included, such as mixing, forming dough sheets, cooking, adding vegetables and spices, and packaging. However, the overview is not fully accurate: it says there are eight main stages, while the diagram also shows rollers and the formation of dough strips and noodle discs as distinct steps. Some details are unclear or inaccurate, particularly “cutters” and the claim that the noodles are put into cups only at the last step; cups are introduced alongside vegetables and spices before labelling and sealing. To improve, report the sequence more precisely and distinguish the stages shown in the diagram rather than generalising them as cutting and cooking.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction and overview are followed by a paragraph describing the process in sequence. Time markers such as “Initially,” “Later,” and “The last step” help the reader follow the general progression. However, the overview and detail paragraph repeat several stages, and some links are awkward or unclear, as in “right after that these are cooked and some spices are added and ends at labelling.” The second paragraph also moves quickly between stages without consistently showing how one product becomes the next. Use clearer sentence boundaries and more precise sequencing, and organise the stages into connected groups so the progression is easier to track.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “manufacturing,” “mixers,” “dough,” “sheets,” “noodles discs,” and “sealing,” so the topic is generally understandable. However, the range is limited and some choices are imprecise or unnatural: “cuted” does not describe the diagram accurately, “big mixers” is informal, and “the given string” is difficult to interpret. Spelling errors such as “Strarting,” “stroade,” “perfact,” “finnal,” and “delievery” are noticeable and reduce the clarity and control of the vocabulary. Aim to use accurate process terms from the diagram, such as “dough strips,” “rollers,” and “cups,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including clauses with “which” and purpose phrases such as “in order to make.” The overall meaning can usually be followed, but errors in sentence construction and verb forms recur. For example, “Overall, the whole process is linear, consisting on 8 main stages” has an incorrect preposition and an awkward construction, while “Strarting with storing…” is a sentence fragment. In “some spices are added and ends at labelling,” the subject and verb do not agree, and “where, cutters also cutted them” has faulty punctuation and verb formation. Build complete sentences with clear subjects, and check agreement, tense, and clause structure.

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