Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given step-by-step processing daigram illustrates of manufacturing of instant noodles.

Overall, there are total eight stages to make instant noodles. The first stage is to storing silos in factories and shifted through tanker and their last stage is to made labels and to packed it.

In details, the first stage of making instant noodles is to store silos in factories and the flore is shifted to the machine which is used to make noodles for further process. secondly, water and oil is mixed to flour from which the rollers is made in dough sheets, and the it goes to dough strips.

Further more, noodles discs is formed and cooked it in oil as well as drying it. When we dried the noodles discs and put it into cups to add vegetables as well as spices into it. The last stage is to labels it as well as sealing it and able for selling.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as having eight stages and describe its broad movement from flour storage through mixing and shaping to cooking and packaging. This gives the reader a relevant overview. However, several important details are unclear or inaccurate: the flour is delivered by truck to storage silos, rather than being stored “in factories” and shifted by a tanker, and the rollers shape the dough into sheets before it is cut into strips. The account also omits the final cups emerging on a conveyor and does not clearly explain that vegetables and spices are added as the noodles enter the cups. To strengthen the report, describe the stages in precise sequence and include a clearer overview of the transformation from flour to sealed cups.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, an overview, and paragraphs describing the early and later stages. Sequencing expressions such as “first,” “secondly,” “Further more,” and “The last stage” help the reader follow the process. However, the progression is sometimes weakened by unclear links between steps—for example, “the rollers is made in dough sheets” does not make the relationship between mixing, rollers, and dough sheets clear. Some transitions also feel mechanical, and “When we dried the noodles discs” interrupts the otherwise chronological account. Use consistent process-focused links such as “the mixture is then rolled” and “after drying,” and ensure each sentence clearly connects one stage to the next.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “stages,” “dough sheets,” “dough strips,” “noodles discs,” “vegetables,” and “spices,” so the topic is generally clear. However, the range is limited and several word choices or forms are inaccurate, sometimes making the process difficult to interpret. For instance, “storing silos” appears to mean storage silos, “flore” is a misspelling of “flour,” and “the rollers is made in dough sheets” does not express the intended action naturally. “Shifted through tanker” is also an imprecise description of delivery. Build a more accurate process vocabulary by using verbs such as “transported,” “mixed,” “rolled,” “cut,” “cooked,” and “sealed,” and check spelling and collocations.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the overall sequence can usually be understood. However, control is inconsistent, particularly in verb forms, agreement, and sentence construction. Examples include “there are total eight stages,” “the first stage is to storing,” and “the rollers is made,” where the grammatical patterns are faulty. The sentence beginning “When we dried the noodles discs” is also incomplete as a dependent clause, while “it” has unclear reference in “cooked it in oil.” These errors recur and sometimes obscure who or what is being acted on. Practise forming passive process sentences, such as “The flour is mixed with water and oil,” and check subject–verb agreement and complete sentence structure.

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