Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 15 · 2026-10-21

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 4.5)

Yes, we see the manufacturing of the instant noodles.These noodles are very famous in South Aisan countries like Pakistan,India and China.China is considered to be a larger consmer of instant noodles.Here, we see manufacturing of instant noodles like flour is taken to storage silos and after that it is taken to the mixture and here we added water and oil and after that rolleres are taken this mixture to the dough sheets and after that this is taken to the noodles discs and after that cooking and drying process is start wroking and then adding some vegetables and speices and after that put it inside cups and goes for labelling and sealing and then it is ready for customers.So, instant noodles is best instant food for the students,less-sleeper and office-workers because it is very easy to prepare it becuase this is for instant cooking.Instant foods is now very famous in China,North Korea,South Korea and Japan.So, in factories it will take some time but in cooking prespective it is best.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the general subject and mention several relevant stages, including flour storage, mixing, cooking and drying, adding vegetables and spices, and sealing the cups. However, the process is only minimally described: important steps such as forming dough sheets into strips and shaping these into noodle discs are omitted or unclear. The sequence is also inaccurate where you say the mixture is taken to the dough sheets and then “to the noodles discs,” without explaining the intervening stages. The comments about countries, consumers, students and office workers are not shown in the diagram and take space away from reporting its features. Focus on an accurate overview of the production sequence, from flour delivery to finished cups, and avoid unsupported background claims.

Coherence and Cohesion: Band 4.5

The response follows a broadly chronological order, so a reader can recognise that you are trying to describe production from the silos through to packaging. However, nearly all the process information is joined by repeated “and after that,” creating a mechanical list rather than a clearly organised account. There is no distinct overview, and the shift from manufacturing to claims about consumers and countries interrupts the progression. The response is also presented as one continuous paragraph, making the stages difficult to scan. Organise it into an introduction and overview followed by a concise sequence of stages, using a small range of accurate links such as “next,” “subsequently” and “finally.”

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “storage silos,” “dough sheets,” “cooking and drying,” and “labelling and sealing,” which helps convey the general topic. However, the range is limited and several choices or spellings make the process less clear: “mixture” is used where the machine is meant, “rolleres” is misspelled, and “speices” is an inaccurate spelling of “spices.” Phrases such as “cooking process is start wroking” and “in cooking prespective” are not natural collocations. The repeated use of “taken” and “after that” also limits precision. Build a more accurate process vocabulary, for example “is fed into,” “is rolled into,” and “is packaged,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several stages in longer sentences, but the structures are often faulty, and sentence boundaries are not controlled consistently. For example, “after that cooking and drying process is start wroking” has an incorrect verb form, while “instant noodles is best instant food” has a subject–verb agreement error. The opening and later statements also run together without appropriate punctuation, making the relationships between ideas harder to follow. Most of the account relies on a repeated simple pattern rather than a controlled range of sentence forms. Practise accurate passive constructions for processes, such as “The flour is mixed with water and oil,” and use full stops to separate stages.

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