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 illustrate the way of making instant noodles in the industries. Starting with the flour, which is stored in the silos, transfered into the machine which is comprised of several parts such as, mixer, rollers and other important parts to further shape them and fry them. The flour placed into the mixer with the addition of oil and water. It is then mixed and rolled over in the rollers. Moving on, the rolls are converted in to sheets, called dough sheets. Then, the sheets reaches to the disc part of the machine, where they are given a shape in a disc form. After that, the frying part takes over and allow all the disc shaped noodles to fry and gets dry. On the other hand, the cups are prepared and placed in a sliding machine. As the cups moves forward, the spices and vegetables are seal and placed in the cup as well as the dried noodles. The last and important part is the labeling and sealing process, ensuring that they are sealed and labled properly, and are ready to deliever.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as the manufacture of instant noodles and include several relevant stages, such as flour storage, mixing with water and oil, shaping, frying and final packaging. However, the account only partially covers the diagram and some stages are misreported or unclear. For example, dough sheets are formed into strips and then noodle discs; your response jumps from sheets to a “disc part” without describing the strips. The diagram also shows vegetables and spices being added to cups, followed by labelling and sealing, whereas your description suggests the spices and vegetables are sealed with the noodles. There is no clear overview of the process’s overall sequence or its start and finish. A concise overview and more accurate reporting of each main stage would strengthen the response.

Coherence and Cohesion: Band 5.5

The stages are generally presented in chronological order, and transitions such as “Starting with,” “Moving on,” and “After that” help the reader follow the process. This gives the response some overall organisation. However, it is written as one continuous paragraph, and the progression becomes less clear when the account shifts to cup preparation with “On the other hand,” which suggests contrast rather than the next production stage. Some references are also difficult to follow, including “the disc part of the machine” and “they are sealed,” where the objects being referred to are not fully clear. Group the stages into a clear beginning, middle and end, and use transitions and pronouns that accurately show sequence and reference.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “silos,” “mixer,” “rollers,” “dough sheets,” “fry,” and “sealing,” so the reader can recognise the general subject. However, the range is limited and several choices are imprecise or awkward for describing a manufacturing diagram. Phrases such as “the disc part of the machine,” “sliding machine,” and “the last and important part” do not name the stages precisely; “noodle discs,” “conveyor,” and “final stage” would be clearer. There are also noticeable spelling errors, including “transfered,” “labled,” and “deliever,” as well as awkward collocations such as “fry and gets dry.” Build a more precise process vocabulary and check spelling and natural word combinations.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer structures, including the opening participial phrase “Starting with the flour” and the sequence “As the cups moves forward…,” but control is inconsistent. Errors in agreement and verb forms occur repeatedly: “The diagram illustrate,” “the sheets reaches,” “the cups moves,” and “the spices and vegetables are seal.” The opening sentence is also a fragment, while “the flour… transfered into the machine” lacks a correctly formed passive verb. These problems sometimes make the process relationships harder to understand. Practise forming accurate passive constructions for process descriptions, such as “the flour is transferred,” and check subject–verb agreement. Use a mix of shorter accurate sentences and longer sentences with clear clauses.

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