Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 15 · 2026-11-04

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 diagram illustrates various stages for manufacturing instant noodles.

Overall, the proces starts with storage silos and then go through many steps like mixer, dough strips, noodles dicsces, cooking and drying, adding vegetables and spices, and eventually labelling and sealing.

It can be observed that, the first stage for making instant noodles is storage silos. A vane carrys flour to a factory. After that flour is mixered with water and oil for making a perfect dought. In the third step, the dought goes through dough sheets where rollers make it flat. After that the dought strips into many small pices. In the fifth stage, the dought chage into noodles discs.

In the six step, the noodles are cooked with oil in a place and then dried. After that the noodles are put in the cups and then add vegetables and spices. Finally, the cups go through a proces for labelling and then sealing them.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as a sequence and include its main stages, from storage and mixing through cooking, adding ingredients, and packaging. The overview gives the reader a useful sense of the start and finish, and most details are relevant. However, some stages are unclear or inaccurately described: the flour is delivered to the silos by truck, not by “a vane,” and the dough is formed into sheets before being cut into strips and shaped into discs. The account also says the noodles are put in cups before vegetables and spices are added, whereas the diagram shows these additions at the cup-filling stage. To make the report more complete and precise, describe the transitions between stages clearly and ensure the order and equipment match the diagram.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and a chronological account of the process. Sequencing phrases such as “After that,” “In the third step,” and “Finally” help the reader follow the stages, and the progression is generally easy to understand. This meets the lower-band expectation of coherent organisation and shows some of the flexibility associated with stronger cohesion. However, the repeated use of “After that” and “In the… step” makes the links somewhat mechanical. Some references are also unclear, particularly “the dough goes through dough sheets,” which obscures the relationship between the material and the stage. Use more varied transitions and connect each action explicitly to its result.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “storage silos,” “rollers,” “cooked,” “dried,” and “labelling and sealing,” so the reader can recognise the topic and many stages. However, the range is limited and several noticeable spelling and word-choice errors reduce precision: “dicsces,” “carr ys,” “mixered,” “dought,” and “pices.” Some expressions are also imprecise, such as “a perfect dough” and “in a place.” These choices can make parts of the process difficult to interpret. Build a more accurate set of process verbs and nouns, and check spelling carefully; terms such as “delivered,” “combined,” “flattened,” “cut into strips,” and “packaged” would describe the stages more naturally.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer constructions, and the overall sequence remains understandable. However, the range of sentence structures is limited, and errors occur often enough to affect clarity. For example, “the proces starts … and then go through” has a subject–verb agreement problem, while “A vane carrys flour” also has agreement and tense-form issues. In “the noodles are put in the cups and then add vegetables,” the passive construction is not maintained, leaving the second action without a clear subject. Commas are also misplaced in “It can be observed that, the first stage…”. Practise consistent present-simple descriptions and passive forms, and make sure each clause has a clear subject and correctly formed verb.

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