Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram illustrates the process of making noodels and how its manufactured instantly.First of all the flour which was stored in storage soils poured into mixer,However it aslo contain water and oil.At front there are some rollers that role the flour on to dough sheets.The end of these sheets there are dough strips which makes the flour into stickes shape.

After that, the noodels discs make the noodels in roll shape.There were some heater who heat these noodles get these noodels cooled down and there were some cooking process takes place as well.Then the dry noodels sent into machines where there were some cups filled with the noodles.Then at that point some kind of different vegetables and spices were add also in these cups with the noodles.Then one step remained which is labelling and seeling .The cups were wraped in different types of labes. Than the noodles were sent at shops.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the broad sequence from flour storage and mixing through shaping, cooking, adding ingredients, and packaging, so the response is relevant to the process. However, the account is only partially accurate and does not give a clear overview of the main stages. For example, the diagram shows the noodles being cooked in oil and dried, but you describe heaters cooling them; it also shows cups being filled with noodles and then vegetables and spices, rather than noodles being sent to shops. Several stages are vague or misrepresented, including the formation of noodle discs. To improve, provide a concise overview of the linear process, then report each stage in order using the diagram’s labels and avoid adding unsupported details.

Coherence and Cohesion: Band 5.5

The response follows a broadly chronological order, and transitions such as “First of all,” “After that,” and “Then” help the reader recognise the sequence. This gives the account some organisation. However, the progression is not consistently clear because several stages are compressed into long, loosely connected sentences, and punctuation often joins separate ideas incorrectly. For instance, the sentence beginning “After that” moves from noodle discs to heating, cooling, and cooking without clearly distinguishing the steps. The response is also presented as one paragraph, with no clear overview separated from the process details. Use distinct paragraphs for the overview and stages, and connect each step with precise, varied sequencing language and clearer sentence boundaries.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “mixer,” “rollers,” “dough sheets,” “vegetables and spices,” and “labelling and sealing.” These terms show an attempt to describe the diagram rather than relying entirely on general language. However, the range is limited, and noticeable spelling and word-choice errors sometimes make the meaning difficult to follow: “noodels,” “storage soils,” “role,” “stickes,” and “labes.” Some expressions are also imprecise, such as “make the noodles in roll shape” and “some kind of different vegetables.” Aim to use the diagram’s exact labels and practise spelling them accurately. More precise process verbs, such as “form,” “pass through,” “cook,” and “package,” would make the description clearer and more appropriate for an academic process report.

Grammatical Range and Accuracy: Band 5.0

You attempt to link ideas in longer sentences and use passive forms, which are useful for describing a manufacturing process. However, the range of sentence structures is limited, and attempts at complex sentences are often faulty. Errors in verb forms, agreement, articles, and sentence construction occur throughout, as in “the flour … poured into mixer,” “these noodles get these noodels cooled down,” and “vegetables and spices were add.” Punctuation also creates run-on sentences, particularly where a comma is followed by “However” or where several stages are joined without a full stop. These problems sometimes make the process hard to interpret. Practise accurate passive constructions, for example, “The flour is poured into the mixer,” and use shorter, complete sentences before attempting more complex links.

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