Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The instant noodles are manufactured in series of activities. The complex process starts from flour mills, the flour are taken from the flour mills into the Storage Silos where it is stored and gets ready to moved to Mixer. In the Mixer the flour is well mixed with water and oil and becomes ready to move via rollers onto Dough sheets. In the third step of the process the dough has to be put on the Dough sheets from where it gets into Dough strips. The dough strips are stretched into Noodles discs. Dough discs are made and then they are moved into Cooking and drying process. The dough discs are cooked in oil and than dried. This dired noodles than goes into Cups where they are put with Vegetables and spices. After making the dried noodles cup ready, these cups are than ready to be sent into labelling and sealing area via conveyer belt where they gets labelled and sealed at the same time. After sealing and labelling the cups are ready to be distributed into distribution centers from where they will goes into shops and super marts and would be ready for selling to consumers.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover the main production sequence, from flour storage and mixing through shaping, cooking, adding ingredients, and sealing. The description of flour being combined with water and oil and the noodles being cooked and dried is grounded in the diagram. However, some stages are unclear or inaccurately described: the dough is formed into sheets by rollers before becoming strips, rather than being put onto sheets, and the diagram shows noodles discs entering cups as vegetables and spices are added, not simply dried noodles going into cups. The final claim about distribution centres, shops, and consumers is not shown, while the overview does not clearly summarise the process as a whole. A more precise account of the stages and a concise overview would make the response more complete.

Coherence and Cohesion: Band 6.0

The stages are generally presented in a sensible order, and sequencing phrases such as “In the third step” and “After sealing and labelling” help the reader follow the process. The response also maintains a clear focus on manufacturing. However, it is written as one long paragraph, so the overview and the detailed stages are not distinguished. Several transitions are repetitive, especially the repeated use of “then” and “ready,” and some references such as “these cups” are not fully clear because the preceding sentence describes noodles being put into cups. Group the stages into an introduction/overview and a process description, and use more varied, precise linking and referencing to make the progression smoother.

Lexical Resource: Band 6.0

You use a relevant range of process vocabulary, including “Storage Silos,” “Mixer,” “Dough strips,” “cooked,” “dried,” and “labelled and sealed.” These terms make the general sequence understandable, and some technical labels are used appropriately. However, several choices are imprecise or repetitive: “flour mills” is not the source shown (the diagram has a flour truck), “Dough discs” is less accurate than “noodle discs,” and “ready” appears several times without adding detail. There are also spelling errors such as “dired” and “conveyer,” and informal or unnecessary wording such as “super marts.” Use the diagram’s exact process terms and choose concise verbs such as “proceed” or “emerge” to describe movement between stages.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect stages using longer sentences, for example, “In the Mixer the flour is well mixed with water and oil and becomes ready to move via rollers onto Dough sheets.” However, control of sentence structure and verb forms is uneven, and errors recur across the response. Examples include “the flour are taken,” “ready to moved,” “these cups … they gets labelled,” and “they will goes,” which show problems with agreement and verb forms. Some sentences also combine several actions without clear grammatical boundaries, making the process harder to follow. Practise accurate passive constructions for process descriptions—for example, “the flour is mixed” and “the cups are labelled”—and check subject–verb agreement and infinitive forms when editing.

See this exact question answered at other band scores. The same prompt compared across bands.

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