Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 15 · 2026-11-03

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)

Noodels Industry is rapidly growing industry in world,because its instant food that help the youngster to fulfill their craving.

This digram illustrate the making process of insant noodels on industrial scale.

Intialiy process start from storage of flour from market to storage silos of industy,after mixture the main process that is base of noodels is mixer of floor with water and oil.Quantity meaurement is one crucial step that prepare the whole process.Mixture on large scale is prepare on rollers that mixes larege propotion in just few minutes that saves a alot of time.After mixing next step is to give shaoe t mixture and make dough sheets in machine, then dough sheets go through dough strips that machine cut the strips according to size that is require.in noodels discs noodels are given their shape that is veru important.Then pass through the process of cooking oil and drying process .to add flavours their is vegetable and spices cups that add flavour to make it tasty.next and last process is labelling and sealling then go to market for selling.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the general subject and describe several stages, including flour storage, mixing, shaping, cooking and drying, and adding vegetables and spices. However, the account only partially reports the process: it omits the rollers’ role in forming sheets and strips, the movement of noodle discs into cups, and the final labelling and sealing sequence. Some details are not supported by the diagram, such as flour arriving “from market,” measuring quantities, production taking “just few minutes,” and the cups going to market. The overview is also unclear; give a concise summary of the process from flour to finished cups, then report the stages accurately without adding assumptions.

Coherence and Cohesion: Band 5.5

The stages are presented broadly in chronological order, and transitions such as “After mixing,” “next step,” and “Then” help the reader follow the intended sequence. However, the response is written as one long paragraph, so the stages are not grouped clearly, and several transitions connect ideas awkwardly. For example, “dough sheets go through dough strips” does not explain the change from sheets to strips, while “next and last process” is followed by an unclear ending. Use a short overview followed by a clearly ordered process paragraph, and make each sentence describe one or two connected stages. More precise linking would improve progression without relying repeatedly on “next.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “storage silos,” “dough sheets,” “dough strips,” “cooking,” and “labelling.” However, the range is limited and several word choices or collocations make the description difficult to interpret, such as “mixture on large scale is prepare on rollers,” “noodels are given their shape,” and “vegetable and spices cups.” Spelling errors are also frequent, including “digram,” “insant,” “noodels,” and “sealling,” which reduce clarity. Build a more accurate set of process verbs and nouns—for example, describe dough as being rolled into sheets, cut into strips, and shaped into discs—and check spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect stages in longer sentences, using forms such as “After mixing” and “then dough sheets go through…,” but the sentence structures are often faulty and the range remains limited. Errors in verb forms and agreement occur in phrases such as “industry… its instant food that help” and “Mixture… is prepare”; articles and sentence boundaries are also frequently missing. The opening contains several ideas joined by commas, and the final stages are run together, making relationships between actions unclear. Practise accurate passive constructions for processes, such as “The flour is mixed with water and oil,” and use full stops to separate stages. Greater control of basic clauses is needed before adding longer structures.

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