Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given diagram shows the stages of making noodles. It illustrates that how noodles are made in different 8 stages.

Overall, it shows that the process start from flour is moved into storage silos. Which is then forward to the next stage of mixer, flour is mixed with water and oil. Similarly the dough sheets are made and then it cut to the dough strips. The last step is labelling and sealing.

The process of making noodles start from storing flour in storage silos. The flour is mixed with water and oil. Which is then move on the rollers to make dough sheets. The dough sheets are cut in strips and then the noodle discs are made.

The next step is cooking and drying, and then the vegetables and spices are added and equally divided into cups. The next step is labelling and sealing. Finally the labels are printed on the cups.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main stages in the correct general order, from flour storage and mixing through shaping, cooking, adding ingredients, and packaging. The overview identifies the beginning and final stages, and the body includes relevant details such as water and oil being added and noodles being formed into discs. However, the overview is partly unclear and does not summarise the process as a whole; it also repeats several stages rather than highlighting the key transformation from flour to finished cups. Some details are imprecise: the diagram shows vegetables and spices added to cups, but does not say they are “equally divided,” and labels are added during labelling and sealing rather than simply printed on the cups. A clearer overview and more exact reporting would strengthen coverage.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure, and the stages are mostly presented in chronological order. The final paragraph moves from cooking and drying to adding vegetables and spices and then packaging, which helps the reader follow the process. However, progression is weakened by repetition: the opening and overview both describe the initial stages, and the body repeats flour storage and mixing. Cohesive links such as “Which is then” create sentence fragments rather than clear connections, while “Similarly” does not express the relationship between the stages. Use one concise overview, then organise the details into a continuous sequence with accurate links such as “Next” and “After this.”

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “storage silos,” “dough sheets,” “dough strips,” “cooking and drying,” and “labelling and sealing.” This gives the reader a workable description of the manufacturing stages. However, the range is limited and some wording is repetitive, particularly “the next step” and “made.” A few choices are imprecise for the diagram: “cut in strips” does not clearly describe the dough passing through machinery, and “labels are printed on the cups” is not the same as labels being added. Aim for more precise process verbs and vary repeated expressions, while keeping the language straightforward and accurate.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple sentences and longer constructions, but control is uneven. Several sentences contain errors that make the relationships between stages less clear. For example, “It illustrates that how noodles are made” uses an unnecessary “that,” and “Which is then forward to the next stage” is a fragment with an incomplete verb construction. There are also tense and agreement problems in “the process start” and “it cut to the dough strips”; use “starts” and a suitable passive form such as “is cut into.” Sentence boundaries and punctuation need attention, especially where a full stop begins a clause with “Which.” Practise accurate passive forms, which are useful for describing processes.

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