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)

this diagram illustrate the production of instant noodles from taking the flour into storage silos and mix with the water and oil to the final sage labelling and sealing the noodles cups.

overall , this diagrame demostrate the 8 stages of making instant noodles.getting the floure from storage silos mixed with water and oil and end with labeled and sealed after they have been filled with cups.

in initially stage, the ingrediants are combined and formed in noodles making portion and add a flour taking from the storage silos and put it into mixer and mixed with water and oil. in third and fourth stages shows different shapes of dough .dough converted into sheets after putting into rollers and than converted into plane sheets.to began with the fifth and six stages reveals cooking and drying in oil after formed noodles round discs.in finally stages, these noodles discs putted into cups before adding vegetables and spices.these cups have been labeled before sealing.this is the whole manufacturing process of instant noodles.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as the manufacture of instant noodles and give a broad overview, noting that it begins with flour, water and oil and ends with labelled, sealed cups. Several central stages are also included, such as forming dough, cooking and drying the noodle discs, and adding vegetables and spices. However, some details are unclear or inaccurate: the cups are added before the vegetables and spices in your account, whereas the diagram shows both being added at the filling stage, and you say the cups are labelled before sealing without clearly reporting the final order as labelling and sealing. The description of the dough stages is also confusing. To strengthen the response, report the sequence more precisely and explain the transformation from sheets to strips to discs.

Coherence and Cohesion: Band 6.0

The response has an overall beginning-to-end progression, and phrases such as “overall” and “in finally stages” signal an attempt to guide the reader through the process. The opening overview is useful, and the stages are generally presented in sequence. However, the organisation is weakened by unclear transitions and some repetition: the first two sentences both summarise the process, while “in initially stage” and “to began with” make the stage order difficult to follow. The long final section also combines several steps without clear separation. Use one concise overview, then organise the details into clearly sequenced stages, with accurate connectors such as “next,” “after this,” and “finally.”

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “storage silos,” “mixer,” “rollers,” “dough,” “noodles discs,” and “labelling and sealing,” so the reader can recognise the topic and many stages. However, the range and control are limited by repeated or imprecise wording, including “stages,” “converted,” and “putted.” Several spelling errors—such as “diagrame,” “demostrate,” “floure,” and “ingred iants”—also make the writing less polished. Some phrases are not natural for describing a process, for example “noodles making portion” and “plane sheets.” Build a more precise set of process verbs and check spelling; this will make the account clearer without requiring overly advanced vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the response communicates the general process despite some grammatical errors. However, sentence control is inconsistent. The opening, “this diagram illustrate,” has subject–verb disagreement, while “add a flour taking from the storage silos and put it into mixer” has unclear verb forms and missing articles. Other examples include “dough converted into sheets” and “these noodles discs putted into cups,” where passive forms are needed. Punctuation and capitalisation are also inconsistent, particularly at sentence beginnings and around commas. Practise describing processes with accurate passive structures, such as “the flour is transferred” and “the dough is rolled,” and check agreement, articles, and sentence boundaries.

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