Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-26

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 presented diagram elaborates the manufacturing process of instant noodles.

Overall, it can be witnessed that,it is a quite lenghty process and undergoes various steps before reaching the final stage of labelling.

To commence with, it can be noticed that first of all the flour is stored in the siols.Following to this the flour is mixed with waterand oil.Then it passed trough the roller.Futhermore,the are prepared in the form of dough sheets than they passed through the machine and is transformed to the dought strips.Moreover,they are changed to noodles discs they are rolled on the belt, and passed through the step of of the cooking as well as drying.Additionaly, the vegetables and spices are filled into the cup.Finally they passed through the process of labelling and they are dispached for the sale.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as manufacturing instant noodles and describe several stages in broadly correct order, from flour storage and mixing through shaping, cooking, adding vegetables and spices, and labelling. However, the account is only partial: it omits the rollers’ role in forming the dough sheets and strips, the cups being filled, and the final sealing stage. The overview says the process ends at labelling, rather than summarising the full production sequence. Some details are also unclear, such as “they are dispached for the sale,” which is not shown in the diagram. The response is 18 words below the required minimum, limiting the detail available. To improve, include a concise overview and report the key stages more precisely.

Coherence and Cohesion: Band 5.5

The response follows the general production sequence, and transitions such as “To commence with,” “Furthermore,” and “Finally” help signal movement through the process. The opening overview also gives the reader a basic sense of the topic. However, most of the description is compressed into one paragraph, and several stages run together, particularly “Moreover, they are changed to noodles discs they are rolled on the belt.” This makes the progression harder to follow. Some linking phrases are repetitive or awkwardly placed, and references such as “they” do not always make clear whether they refer to the dough, strips, or noodles. Use separate overview and detail paragraphs, and connect each stage with clear, accurate references.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “manufacturing process,” “dough sheets,” “noodles discs,” “cooking,” and “drying,” so the reader can recognise the main subject. However, the range is limited and several word choices or forms are inaccurate, including “siols,” “dought strips,” and “dispached.” Phrases such as “the flour is stored in the siols” and “they are dispached for the sale” are also imprecise or not supported by the diagram. Repetition of “process,” “passed,” and “they” reduces precision. Build a more accurate set of verbs for describing production, such as “is transferred,” “is rolled,” “is cut,” and “is sealed,” and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 5.0

The response attempts both an overview and longer sentences, but grammatical control is inconsistent. Several sentences contain faulty structures, for example “it is a quite lengthy process and undergoes various steps” and “they are changed to noodles discs they are rolled on the belt,” where the subject or clause connection is unclear. Verb forms and agreement are also problematic in “Then it passed” and “the are prepared,” while missing spaces and punctuation make boundaries difficult to identify. The writing relies heavily on simple sequencing and does not yet show reliable control of complex sentences. Practise forming clear passive clauses for each stage—for example, “The flour is mixed with water and oil”—and use full stops to separate steps.

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