Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-19

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 shows the manufacturing of noodles in factory.

Overall, the main ingrediant which is brought to the factory is flour which holds the most important position in making. The making starts from bringing flour from the flour mills in the factory. Flour is stored in storage silos and then processing is started which ends on labelling and sealing of instant noodles in pacakges.

Firstly, flour is brought to the storage point where it is stored temporarly and after that the main process begins by mixing the flour with water and oil which is then transferred with the help of rollers to the dough making machine. In the fourth step dough strips are made. In the fifth and sixth stage of processing , evenly made noodles discs are dipped in cooking oil which are then kept for drying. At this stage flour is completely tranformed into disc of noodles.

In final stages, these discs are put into cups and moving towards adding spices , labelling and sealing of packages which marks the end of noodles making.

In contrast a fine flour which was nothing before now has a purpose and is ready for eating.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as beginning with flour storage and ending with labelling and sealing, and you include several central stages, such as mixing, forming dough strips, and cooking and drying the noodle discs. However, the account only partially covers the diagram: it omits the rollers’ role in shaping the dough sheets and strips, and it does not clearly explain that vegetables and spices are added to the noodles in cups before the cups are sealed. Some details are inaccurate or unsupported: the flour is not shown as coming from flour mills, and the final product is not described as packages. The overview also focuses on flour’s importance rather than summarising the process’s main stages. A more complete, precise account of the sequence would strengthen the response.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, moving from an introduction and overview to stages described with “Firstly” and “In final stages.” This helps the reader follow the broad direction of the process. However, progression is uneven: the overview repeats information about flour and the ending shifts to the unrelated contrast, “a fine flour which was nothing before now has a purpose.” Some links are also unclear, particularly “these discs are put into cups and moving towards adding spices,” which does not clearly show the order of adding ingredients and packaging. The numbered references to the fourth, fifth and sixth stages are not consistently integrated with the description. Organise the body in clear chronological groups and use linking phrases to show each transition precisely.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “storage silos,” “mixing,” “rollers,” “dough strips,” and “labelling and sealing,” so the reader can recognise several stages. However, the range is limited and some choices are inaccurate or awkward for describing this diagram. “Flour mills” is not supported by the visual, while “dipped in cooking oil” is less precise than describing the noodles as being cooked in oil. There are also noticeable spelling errors, including “ingrediant,” “pacakges,” “temporarly,” and “tranformed,” which reduce the accuracy of the vocabulary. Aim for precise process verbs and check spelling; for example, distinguish “form,” “cook,” “dry,” and “add” rather than relying on general phrases such as “the process begins.”

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more extended sentences, and the overall meaning is usually understandable. However, errors in sentence structure and grammatical forms occur often enough to make some relationships unclear. For example, “which is then transferred with the help of rollers to the dough making machine” has an unclear reference for “which,” and “these discs are put into cups and moving towards adding spices” combines incompatible verb forms. There are also issues with articles and agreement in “in factory” and “disc of noodles,” as well as punctuation spacing in “processing , evenly.” Use complete clauses with clear subjects, and check that verbs remain parallel—for example, “the discs are placed in cups, where vegetables and spices are added.”

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