Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 15 · 2026-10-30

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 4.5)

the diagram illustrate the process in which instant nodles are produced.

work begin with the flour of weat that stored in storage silos.in next stageflour from storage soil pailed in to mixer where oil and water merged with it.after that dough sheets are used to carrying that mixture. dough strip comes to work shape it.afterward nodles disk is used to carry nodles and right after cooking and baking process start.this method uses oil to bake it.after all cups are used to tranported that cooked nodles from bakingprocess.after baking process diffrent types of vegitable spieces are added to taste differently. labeling and packing process comes after that to make final shape of product.products are rappedup to enhance the quality of final item.

cocking and shaping nodles process all same with a little difference.labiling and rapping is u

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the general subject and mention several stages, including mixing flour with water and oil, shaping the dough, cooking, adding vegetables and spices, and labelling. However, the process is reported only minimally and some details are inaccurate or unclear: the diagram shows dough passing through rollers to form sheets, strips and noodle discs, rather than sheets being used to carry the mixture. The overview is also missing, and the final sentence about the processes being “all same with a little difference” does not describe a clear comparison or feature. The response is 136 words, below the required 150. To improve, give a concise overview of the sequence and describe each main stage accurately, including cup filling and sealing.

Coherence and Cohesion: Band 4.5

The response follows a broadly chronological order, and transitions such as “after that,” “afterward” and “after all” show an attempt to connect stages. This gives the reader some sense of the manufacturing sequence. However, the ideas are presented as one continuous paragraph, with little clear grouping or overall progression. Several transitions are repetitive or do not clarify the relationship between stages, and the final sentence is incomplete (“labiling and rapping is u”), leaving the ending abrupt. Some references, such as “this method” and “that cooked nodles,” are difficult to follow. Use separate paragraphs for an overview and the process details, and connect each stage with precise sequencing language.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “storage silos,” “mixer,” “dough sheets,” “cooking,” “vegetables” and “labelling,” so the reader can recognise the topic and several stages. However, the range is limited and many words are misspelled or used imprecisely, which sometimes makes the process difficult to understand. Examples include “nodles,” “soil” for silos, “spieces,” “tranported” and “rappedup.” Some choices also do not fit the diagram: “baking” is used for cooking in oil, and “carry” does not accurately describe the dough moving through rollers. Build a bank of accurate process verbs and nouns, and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt to link stages in longer sentences, for example, “after that dough sheets are used to carrying that mixture,” but the response relies mainly on simple sentence patterns and the longer constructions are often faulty. Errors in verb forms and sentence structure occur throughout: “the diagram illustrate,” “work begin,” and “are used to carrying” do not form accurate clauses. Articles and prepositions are also frequently missing or misplaced, while full stops and capital letters are largely absent. These problems make some relationships between stages unclear. Practise writing complete passive sentences for a process, such as “The flour is transferred to a mixer,” and check subject–verb agreement, verb forms, articles and punctuation in each sentence.

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