Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-11-02

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 chart illustrates that how instant noodles are manufactured.

Overall the porcess of making instant noodles is very easy and simple it totally depend on electrionic machines. After making the noodles then distributes in mart and store. In this era young generation can very crazy for noodles.

Now we can discuss the different process to manufacturing instant noodles.

The first process to collect the storage silos from the different places. The material enter into machine and making the flour.After the process then the flour can enter into the mixer. The mixer work is water oil and flour mixed with each other. The mixture enter in rollers the roller work is to give the shape of mixture then he goes to dough sheets after the process the mixture can change into thick specimen through dough strips. The materialgoes to next process and making the noodles discs. After the process the noodles discs is cooked in oil and also drying. Then they divided into cups and also have a different flavor like vegetables and spices. The cups enter into the lablelling and sealing process after the process the noodles are stored distributes in different country.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the subject and describe several central stages, including mixing flour with water and oil, shaping it through rollers, cooking and drying the noodle discs, and adding vegetables and spices before sealing. However, the account only partially fulfils the process-summary task because some stages are misreported or unclear: the silos are storage containers, not something collected, and the flour is delivered to them by truck. The description also omits the clear progression from dough sheets to strips and then discs, while adding unsupported claims about distribution to stores and countries and the popularity of noodles among young people. A more accurate overview of the complete production line, followed by the stages in order, would make the response more fully relevant and developed.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an opening, an overview-like paragraph and a longer description of the stages. It also uses sequencing expressions such as “The first process,” “After the process” and “Then,” which help the reader follow parts of the production line. However, progression is not consistently clear: the overview introduces distribution and consumer popularity, which interrupt the process description, and several stages are compressed into long sentences. References such as “the material” and “he” are unclear, while repeated use of “after the process” makes the linking mechanical. Organise the body into a clear sequence from flour storage to finished cups, and use precise references and varied stage links.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “storage silos,” “mixer,” “rollers,” “dough sheets,” “noodles discs,” and “labelling and sealing,” so the reader can recognise much of the process. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to follow. For example, “collect the storage silos” does not describe the first stage, and “thick specimen” is not an appropriate term for the dough strips. There are also spelling errors such as “porcess,” “electrionic” and “lablelling,” alongside repeated general words such as “process” and “material.” Build a more precise process vocabulary and check spelling and natural word combinations.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the reader can understand the broad sequence despite frequent grammatical errors. Many sentences have faulty structures or verb forms, for example, “The chart illustrates that how…” and “The mixer work is water oil and flour mixed with each other.” Agreement and tense are also inconsistent in phrases such as “the noodles discs is cooked” and “then they divided into cups.” Articles, plurals and punctuation need more reliable control, and several long sentences join multiple stages without clear grammatical boundaries. Practise writing one accurate sentence for each stage, using passive forms where appropriate—for example, “The flour is mixed with water and oil”—before combining ideas into more complex sentences.

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