Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 15 · 2026-10-24

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)

The diagram below display how instant noodles are manufactured.

First of all, add flour in the storage silos then add some water and oil then mix it in the rollers and make there dough sheets then in next process it convert into dough strips then adjust their shape into noodles discs then put it in the cooking oil for making it then drying it and put in the cups add some vegetables and spices then move it for labelling and then sealing it when they print labels on it and stamping on it then it is ready to sell by customers.

In this topic we talk about manufacturing instant noodles how i bake this we add all the making process detail in this topic.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the general subject and include several stages, from flour storage through mixing, shaping, cooking, adding vegetables and spices, and packaging. However, the process is reported only minimally: there is no clear overview of the main stages, and important details such as the rollers forming dough sheets and strips, drying, and the finished cups emerging on a conveyor are unclear or omitted. Some details are inaccurate or unsupported, including “stamping” and saying the product is “ready to sell by customers.” The response also does not meet the 150-word minimum, which limits how fully you can describe the diagram. To improve, give a concise overview and explain the stages in order using only information shown.

Coherence and Cohesion: Band 5.0

The stages are presented broadly in process order, so a reader can follow the basic movement from flour to packaged noodles. However, nearly all the information is compressed into one long paragraph and linked repeatedly with “then,” which makes the progression mechanical rather than clearly organised. The final paragraph, “In this topic we talk about…,” does not add a relevant stage or useful conclusion. Separate the response into an introduction, an overview, and a body paragraph describing the stages. Use a wider range of accurate links, such as “after mixing,” “once shaped,” and “finally,” and make each sentence focus on one or two connected steps.

Lexical Resource: Band 5.0

Your vocabulary includes several relevant process terms, such as “storage silos,” “dough sheets,” “dough strips,” “noodles discs,” and “labelling.” This gives the reader a basic understanding of the diagram. However, the range is limited and some expressions are imprecise or unnatural, including “adjust their shape,” “put it in the cooking oil for making it,” and “ready to sell by customers.” Repetition of “add,” “put,” and “then” also reduces precision. Choose verbs that describe the specific manufacturing action, and use accurate process collocations. For example, say that the dough is rolled into sheets, cut into strips, and formed into discs, rather than describing these steps vaguely.

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence, but it relies mainly on one extended sentence joined by “then,” with little control of sentence boundaries or punctuation. Errors are frequent: “The diagram below display” has subject–verb disagreement, while “it convert” and “it is ready to sell by customers” show problems with verb forms and sentence construction. The process also needs consistent passive forms, such as “the flour is mixed” and “the noodles are dried,” because the diagram describes stages rather than a person’s actions. Use shorter sentences and practise forming passive clauses in the present simple. This would make the sequence easier to understand and reduce errors that currently obscure some relationships between stages.

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