Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The maps illustrates how the noodles are made and manufacturing

Overall, the Manufacturing instant noodles process start from the place storage silos ,then flour added into mixer with oil , water and ends at labeling the cups

The Manufacturing instant noodles begin in the place named storsge silos , they use truck for transportation of flour which travels one to another, after that in mixer they mix the flour with water and oil. In roller they pass the mixed prodocts with roller in dough sheets and also use dough strips to make shape of noodles which attracts young peoples

After making the shapes of noodles like guitar string and they do noodles dics where there cock the half noodles with some amount of oil and then after drying the noodles , workers put the noodles into the cup with vegetables and also the spices which makes noodles tasty, after done with filling the cup , workers are going to label the cups and then cups and then noodles cup are ready

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as beginning with flour storage and ending with labelled cups, and you include several central stages: mixing, shaping, cooking and drying, and adding vegetables and spices. However, some details are inaccurate or unclear. The diagram shows flour moving from the silos to the mixer, then dough passing through rollers to form sheets, strips and noodle discs; your account blurs these stages and says workers put noodles into cups, rather than clearly describing the discs entering the cups as vegetables and spices are added. The claim that the shape “attracts young peoples” is not shown in the diagram. A more complete, precise account of the sequence and a concise overview of the main transformations would strengthen the response.

Coherence and Cohesion: Band 5.5

The response has an overall chronological structure, with an opening overview followed by descriptions of the earlier and later stages. This helps the reader follow the broad process. However, progression is weakened by unclear links between steps and repeated wording, especially in “then cups and then noodles cup are ready.” The second paragraph also combines several stages in one long sentence, making the movement from mixer to sheets, strips and noodle discs difficult to track. Use one paragraph for the overview and separate paragraphs for the production stages, with clear sequencing expressions such as “next,” “after this,” and “finally.” Ensure each reference, such as “they,” clearly identifies the machine or product.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “storage silos,” “mixer,” “dough sheets,” “dough strips,” “drying,” and “label.” This gives the response a basic range suited to the diagram. However, vocabulary is often repetitive or imprecise: “make,” “put,” and “do” are used where more exact process verbs would help, and “workers” is introduced even though the diagram does not identify workers. There are also noticeable spelling and word-form errors, including “storsge,” “prodocts,” “dics,” and “labeling.” Phrases such as “like guitar string” and “attracts young peoples” are not appropriate descriptions of the diagram. Choose accurate terms such as “form,” “emerge,” and “are added,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, and the overall meaning can usually be understood. However, control is inconsistent, particularly in longer sentences. For example, “The maps illustrates” has subject–verb disagreement, while “the process start” and “they do noodles dics where there cock” contain faulty verb forms that make the sequence harder to understand. Articles and sentence boundaries are also unreliable, as in “in mixer” and the extended sentence beginning “After making the shapes.” The response relies heavily on basic clauses and does not yet control complex structures consistently. Practise accurate passive forms for processes—for example, “the flour is mixed” and “the cups are labelled”—and use shorter, correctly punctuated sentences to describe each stage.

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