Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-10-28

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)

noodles is very common in our society today. children vary like to eats noodles. noodles is manufactureed by easily. now we talk about who noodles is manufacturers. initially the powder is come in the truck and this truck store the powder in the trunk of factory than these powder is used to make noodles . it is put in mixer machine than it pass through water and oil. it come out from machine and go through the roller and dough sheet . after the dough sheet. it pass the dough strip in dough strip the liquid powder change into long strip such as rope . after that it convert in to a shape of noodles. and than it dry by dryer .after dryer it goes from to packing area . it pack into cup before acking it mixed with vegetables and spices. than the packet sealed by sealed machine. At the end , draw the label inthe packet.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the broad sequence from flour delivery through mixing and shaping to cooking and packaging, so the response is relevant to the process. However, the account only partially covers the diagram and does not give a clear overview of its main stages. Some details are inaccurate or unclear: the flour is delivered to storage silos, not stored in a truck, and the diagram shows noodles being cooked in oil and dried before vegetables and spices are added in cups. The final labelling and sealing stage is also described in the wrong order: labels are added as the cups are sealed, rather than being drawn on at the end. A more complete, accurate summary of the key stages would strengthen the response.

Coherence and Cohesion: Band 5.0

The response follows a generally chronological order, using markers such as “initially,” “after that,” and “At the end,” which helps the reader recognise that a process is being described. However, progression is not consistently clear because several stages are run together, and the repeated use of “than” and “after” makes the linking mechanical. For example, the transition from dough sheets to strips and then to noodle discs is difficult to follow, while the packing, adding ingredients, sealing, and labelling stages are presented in a confusing order. The text is also one continuous paragraph. Grouping the process into preparation and shaping, followed by cooking and packaging, and using clearer stage-to-stage links would improve organisation.

Lexical Resource: Band 4.5

You use some relevant process vocabulary, including “mixer,” “roller,” “dough sheet,” “dough strip,” “vegetables,” and “spices,” which allows the reader to identify several stages. However, the range is limited and some word choices or forms make the description unclear, such as “the powder,” “liquid powder,” and “draw the label.” There are also noticeable spelling and word-form errors, including “manufactureed,” “acking,” and “int he,” and repeated use of general words such as “machine” and “go.” Aim for precise process terms and natural collocations, for example “flour,” “is fed into,” “is shaped into,” and “labels are applied.” This would make the account more accurate and easier to understand.

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence using simple clauses and some longer sentences, but grammatical control is weak and errors frequently make the meaning difficult to follow. Verb forms and agreement are often incorrect, as in “noodles is,” “children vary like to eats,” and “it pass through water and oil.” Articles and sentence boundaries are also problematic; for instance, “it is put in mixer machine than it pass” combines stages without clear punctuation. Most sentences rely on basic structures, and attempts to connect several actions often become faulty. Practise accurate present simple passive forms for processes, such as “the flour is mixed” and “the noodles are dried,” and use full stops to separate each stage.

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