Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-18

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)

The given picture illustrates steps about how manufacturing of instant noodles is done . Starting from supply of flour to the factories and ending at manufacturing and packaging of instant noodles.

It starts from the flour stored at storage silos in the factory which is supplied with the help of heavy vehicles. In the second step it goes inside a machine where it is mixed with water and oil . After mixing in the third step the mixed flour is converted into dough and flattended with the help of dough sheets. These sheets are then cut into strips .

Furthermore, these strips are given the shape of noodles - a round disc form . To maintian its shape it is then cooked and dryed at the same time .After passing from these processes they are then transfered into cups with vegetables and spices . At last they are labelled with the brands name and air tightened to protect it from enivronment.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You describe the process in a generally correct sequence, from flour storage through mixing, shaping, cooking, and packaging, and include relevant details such as water and oil, vegetables, and spices. However, the response does not give a clear overview of the process as a whole, and some stages are imprecise or incomplete. For example, the diagram shows flour moving from the silos to the mixer, then being rolled into dough sheets; your wording that the flour is “converted into dough and flattended with the help of dough sheets” blurs the order. You also omit the addition of cups before labelling and sealing. A concise overview and more exact reporting of each key stage would make the account more complete and clear.

Coherence and Cohesion: Band 6.5

The stages are presented in a logical order, and paragraphing separates the opening from the process description. Sequencing phrases such as “In the second step,” “Furthermore,” and “At last” help the reader follow the progression. This gives the response a coherent overall arrangement. However, the opening sentence is followed by a sentence fragment beginning “Starting from…,” and some links between stages are abrupt, particularly the move from cooking and drying to transfer into cups. The repeated step-based transitions also make cohesion somewhat mechanical. To strengthen progression, use a clear overview and connect related stages with varied, precise links, while ensuring each sentence is grammatically complete.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “storage silos,” “strips,” “round disc form,” and “labelled,” so the reader can identify most stages. The range is adequate for describing the diagram, but several word choices and spelling errors reduce precision. “Flattended” and “air tightened” are not suitable expressions here; the diagram indicates that dough is rolled into sheets and the cups are sealed. There are also misspellings such as “maintian,” “dryed,” “transfered,” and “enivronment,” alongside the awkward phrase “brands name.” Aim for accurate process collocations and check spelling carefully. More precise terms such as “flattened,” “sealed,” and “brand name” would make the description clearer and more natural.

Grammatical Range and Accuracy: Band 5.5

The response attempts a mixture of simple and more developed sentences, including passive forms such as “are then labelled” and “is then cooked,” which suit a process description. However, sentence control is uneven. The opening contains a fragment: “Starting from supply of flour…,” and the phrase “how manufacturing of instant noodles is done” is awkwardly structured. There are also errors in articles and sentence boundaries, for example “in the factory” where the reference is general, and missing spaces before full stops in “oil .” and “same time .After.” These issues do not prevent the main sequence from being understood, but they limit accuracy. Practise complete overview sentences and consistent passive constructions, and proofread punctuation and article use.

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