Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-10-22

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 briefly illustrates the making process of instant noodles in factory and mainly explain the items used in the factory for them. Overall,there are 8 ways that shapes and mixed dough sheets from flour in the factory. In the first process, the floor filling its stuff in storage silos, and from that other process had started.then, these mixed with water and oil and rollers give them a long dough sheet.After that,the sheets are cut as a long strips and slowingly they were coming in their shapes called noodle discs.the noodle discs cooked with oil and then some sort of vegetables and spices were added.when things are made and get in shape the machine filters them itno cups and covers with a labelling plus sealing and the last important step was the spiece which were covered in labels and after all that things, the machine transfer the noodle known as instant noodles into a sealed cups and manufactured in the truck for selling in stores and market.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject as the manufacture of instant noodles and include several central stages, such as mixing flour with water and oil, forming dough sheets and strips, cooking the noodle discs, and adding vegetables and spices. However, the overview is unclear and inaccurate: “there are 8 ways” does not explain the overall sequence, and the process has more than eight distinct steps when the intermediate stages are included. Some details are also misreported or invented. The diagram shows the finished cups emerging on a conveyor, not being manufactured in a truck for sale, and it does not show a machine filtering noodles into cups. To improve, give a clear overview of the linear process and report the actual final stages of filling, labelling, and sealing.

Coherence and Cohesion: Band 5.5

The response follows a broadly chronological order, using “In the first process,” “After that,” and “then” to guide the reader through production. This gives the account some organisation, and the main stages can generally be followed. However, the ideas are crowded into one long paragraph, and the transitions are sometimes mechanical or unclear. For example, “when things are made and get in shape” does not clearly connect the cooking stage to cup filling, while the final sentence repeats the idea of covering and sealing the product. The overview is separated by spacing but is not developed into a clear introduction-and-overview structure. Use distinct paragraphs for the overview and process details, and connect each stage with precise references to what is being processed.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “storage silos,” “dough sheet,” “rollers,” “noodle discs,” and “labelling plus sealing,” so the reader can recognise much of the production sequence. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the description difficult to interpret. “The floor filling its stuff” appears to mean flour being transferred into the silos, while “filters them itno cups” does not describe the diagram’s filling stage. There are also spelling errors such as “slowingly,” “itno,” and “spiece.” Aim for precise process verbs and standard forms, such as “is fed,” “is cut,” “is cooked,” and “is packaged,” rather than vague phrases like “things are made.”

Grammatical Range and Accuracy: Band 5.0

You attempt to combine stages in longer sentences, for example by linking the dough sheets, strips, and noodle discs, but complex sentences are often difficult to control. Errors in verb forms and agreement appear in “the diagram … mainly explain” and “the floor filling its stuff”; passive forms needed for a process description are also frequently missing or malformed. Tense shifts occur in “the last important step was,” although the process is presented as a general sequence. Sentence boundaries and punctuation are inconsistent, as in “started.then,” and several clauses run together, making relationships between actions unclear. Practise accurate present-simple passive constructions—“the flour is transferred,” “the dough is cut,” and “the cups are sealed”—and use full stops to separate stages.

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