Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

First of all we use the storage silos and add flour and pour .then this paste pass into the mixer machine .here we add the some and oil also to make the paste. this paste pass through the help of rollers to the dough sheets .However in step number four it enters into the dough scripts . Now the mixture is ready and enter into the noodles discs where we give them a curly shape.after giving the shape we add some cooking oil fot softening and leave them to dry . then it will shif into the cups and add some vegetables which customer ned or want to eat .At the end we labeld them and pack them it is the complete recipe to make the noodles

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant stages, including mixing, rolling, shaping the noodles, cooking and drying, adding vegetables, and packaging. However, the account is incomplete and sometimes misrepresents the process: flour is stored in silos before entering the mixer, not poured into silos as your opening suggests, and the diagram shows dough strips rather than “dough scripts.” The overview is missing, and some important stages—such as the dough sheets and the addition of water and oil—are unclear or inaccurately described. The response also falls 23 words short of the required minimum, limiting the detail you can provide. To improve, give a brief overview of the full process and describe each stage accurately and objectively.

Coherence and Cohesion: Band 5.0

The stages are presented in a broadly chronological order, and transitions such as “First of all,” “However,” and “At the end” help the reader follow the process. This gives the response some organisation. However, it is written as one continuous paragraph, and the progression is not always clear: “this paste pass into the mixer” is followed by rollers and dough sheets, while “step number four” is not clearly connected to the preceding stages. Some linking words, particularly “However,” do not express a clear contrast. Use separate paragraphs for an overview and the process details, and connect stages with precise sequencing language such as “Next” and “After the dough is cut into strips.” Clear references to each product at each stage would also improve cohesion.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “storage silos,” “mixer,” “rollers,” “dough sheets,” “noodles discs,” and “dry.” This shows an attempt to describe the diagram rather than relying entirely on general language. However, the range is limited and several word choices or spellings make the process difficult to understand, such as “dough scripts” for strips, “shif” for shift, and “labeld” for labelled. Phrases such as “some cooking oil fot softening” and “the complete recipe” are also imprecise or unsuitable for a formal process description. Build a more accurate set of process terms and use neutral wording, for example “the noodles are cooked in oil” and “the cups are sealed.”

Grammatical Range and Accuracy: Band 4.5

You attempt to link stages in longer sentences, for example, “after giving the shape we add some cooking oil … and leave them to dry,” and the reader can generally recognise the intended sequence. However, sentence structures are very limited, and frequent errors in verb forms, articles, agreement, and punctuation sometimes obscure meaning. Examples include “this paste pass,” “it enters into the dough scripts,” and “it will shif into the cups.” The response also shifts between “we” and “it,” making the description less consistent. Practise passive forms suited to process diagrams, such as “The dough is rolled into sheets” and “The cups are labelled and sealed.” Use full stops to separate stages and check subject–verb agreement and tense.

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