Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-20

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)

In this task, we will analyze "The immidiate process of noodles manufacturing" by reporting key features and explaining comparisons where it needs.

The mechanism to production of noodles starts from storage soils from where we take this to the mixer by mixing water and oil which is the key element in the production process. Then we take to the Dough sheets with the help of rollers rather than the use of water and oil which used in mixing process. After that we take it to the Dough strips which passes it further to Noodles discs. The it's driven to cooking with the help of oil and drying it leading to cup making process. The its carried for making vegetables and adding spices. Afterwards we take it the final stage of making tags and labelling process and then finally sealing it with labels over them. The only comparison which is illustrated in this portrait is between first two stages where main elements are added and took place and final 3 processes because in between both of these there isn't any process envolved.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the broad sequence from storage and mixing through shaping, cooking, and packaging, so the response is recognisably about the manufacturing process. However, the account only partially reports the diagram’s key features and includes several inaccurate or unclear details. For example, the noodles are not described as being formed into cups; rather, the discs are cooked and dried, then vegetables and spices are added as they enter cups. The final stage is labelling and sealing, not making “tags” and then sealing with labels. The claimed comparison between the first two stages and the final three is not supported by the diagram. A clearer overview of the linear process and accurate coverage of the main transformations would make the report more complete.

Coherence and Cohesion: Band 5.0

The response follows the general order of production, and sequencing expressions such as “After that,” “Afterwards,” and “finally” help the reader follow the stages. However, the information is presented as one long paragraph, with no clear overview separated from the stage-by-stage account. Several links are awkward or unclear, including “Then we take to the Dough sheets” and “The it's driven to cooking,” so the progression becomes difficult to follow. The final sentence about a comparison interrupts the process description and does not establish a meaningful relationship between stages. Organise the report into an overview and a logically grouped sequence, and use clear references to the materials and products at each stage.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “mixer,” “rollers,” “Dough sheets,” “Dough strips,” “Noodles discs,” and “labelling.” This gives the reader a basic sense of the equipment and products involved. However, the range is limited and several choices are inaccurate or unnatural, such as “storage soils,” “immediate process,” “cup making process,” and “making tags.” Repeated phrases such as “we take” also make the description less precise and less suitable for an academic process report. Use standard terms from the diagram and verbs that describe manufacturing stages directly, such as “are transferred,” “are shaped,” and “are packaged.” Check spelling and collocations carefully to avoid obscuring the intended meaning.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect stages in longer sentences, for example with “After that” and “which,” but the range of sentence structures is limited and errors are frequent enough to make parts of the process hard to understand. Examples include “The it's driven to cooking,” “The its carried,” and “which used in mixing process,” where pronouns, auxiliary verbs, and clause structure are not controlled. The opening sentence also has an unclear construction: “we will analyze … by reporting.” In addition, the repeated use of “we” does not suit an objective process description. Practise forming accurate passive sentences, such as “The dough is rolled into sheets,” and check that each clause has a clear subject and verb.

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