Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-27

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 6.0)

The diagram illustrate the information about the fabrication of convenient noodles.

As an overview, it can be noticed that, there are eight section for producing cup noodles. First is to store the silos and the last one is sealing the products and label them as a company name.

To begin with, production is start with storage silos it can done with the use of truck which stores flour moreover, there is a powder and add water plus oil and mix them together in mixer additionally there is a roller also that made up with dough sheets and strips.

Moving towards to the rest of the information, it made the noodle discs after that put cooking oil on it as well as dry it. Subsequently it stores in the cups and add some vegetables plus species that has to mention on the back and the last part is label the desired design and seal them.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as having eight stages and give a broad account from flour storage through to sealing, so the response covers the main purpose and overall sequence. The overview is useful, but “the last one is sealing the products and label them as a company name” is not fully accurate: labels are applied, but the diagram does not specify a company name. Some stages are also unclear or incomplete. For example, the account does not clearly explain that flour is mixed with water and oil, then rolled into sheets, cut into strips and formed into noodle discs. The final stages are mentioned, but the order of adding vegetables and spices and placing the noodles in cups is muddled. More precise reporting of these steps would make the process description fuller and clearer.

Coherence and Cohesion: Band 6.5

The response has a clear overall shape: an introduction, an overview, and two paragraphs describing the beginning and later stages. Sequencing phrases such as “To begin with,” “Moving towards to the rest,” and “Subsequently” help the reader follow the process, and the stages are generally presented in order. This meets the lower-band expectation of coherent overall arrangement and shows some ability to guide progression. However, several links are mechanical or awkward, and long strings of ideas joined by “moreover,” “additionally,” and “as well as” make relationships between steps less clear. For example, the sentence about flour, water, oil, mixing and rollers compresses several stages. Use shorter sentences and clearer references to each product as it moves through the process.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “storage silos,” “mixer,” “dough sheets,” “noodle discs,” “vegetables,” and “seal,” which allows the reader to recognise many stages. There is also an attempt to vary wording with “fabrication” and “production.” However, the range is limited and several choices are inaccurate or unnatural for this diagram. “Convenient noodles” does not convey “instant noodles,” “species” is not the intended word “spices,” and “stores flour” suggests the truck stores it rather than transports it. Phrases such as “made up with dough sheets and strips” and “label the desired design” are also imprecise. Aim for accurate process collocations such as “is transported,” “is rolled into,” and “is cut into strips.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the reader can usually understand the intended sequence. However, control of sentence structure and verb forms is inconsistent. Examples include “The diagram illustrate,” “there are eight section,” and “production is start,” where subject–verb agreement, plural forms and verb construction are incorrect. The sentence beginning “To begin with” also runs several clauses together without clear punctuation, making the relationships difficult to follow. Other patterns, such as “it can done” and “it made the noodle discs,” need a correctly formed passive or active verb. Practise accurate present-simple passive forms for processes—for example, “the flour is mixed” and “the dough is rolled”—and separate each major stage into a complete sentence.

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