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 picture illustrates the manufacturing process of instant noodles in factories .

It is clearly seen that, process of making instant noodles has the total of 8 stages in which flours storage silos is the begning and labelling+sealing is the last.

Looking into the figure, flours is deliverd by truck and its stores in storage silos then it is send for the next process is mixre in which water and oil is added to flour nad send to roller for making sheets of dough and in the next level dough is pass through by strips which make noodle strips from dough sheets.

Similarly, than strips noodles are given shapes of discs by dics mechine and send to next stage which include cooking and drying. After that they place in cup and vegetables and spices are also keepts together and send for next process in which it is pass through by labelling and sealing mechine and perfect lable and seal noodles are ready.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as having eight stages and give a clear start and finish: flour enters storage silos, while labelling and sealing are the final stage. You also cover the main sequence from mixing through to packaging, so the response is relevant to the diagram. However, the overview is brief and the account is not always precise. For example, the dough is formed into sheets and then cut into strips; your wording that it “pass through by strips” makes this transformation unclear. The diagram also shows the noodles being cooked in oil and dried before cups, vegetables and spices are brought together. State these relationships more explicitly and give a concise overview of the process’s main phases to make the key features clearer and more fully reported.

Coherence and Cohesion: Band 6.0

The response follows the diagram’s general order, and phrases such as “Looking into the figure” and “After that” help signal movement through the stages. The opening and the two main process paragraphs also provide some overall organisation. However, the progression is occasionally difficult to follow because several stages are crowded into long sentences, and links such as “Similarly” and “than” do not clearly express the relationship between steps. The final sentence combines adding ingredients, labelling and sealing, and the finished product without clear boundaries. Use separate sentences for the major phases and choose precise sequence markers such as “Next” and “Following this”; clearer references to the noodles, cups and ingredients would also improve cohesion.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “storage silos,” “dough sheets,” “discs,” “cooking,” and “labelling and sealing,” which helps communicate the subject. However, the range is limited and several word choices or forms are inaccurate enough to make parts of the process hard to understand. For instance, “dough is pass through by strips” does not clearly describe cutting dough into strips, while “perfect lable and seal noodles” is an unnatural way to describe the finished product. Spelling errors such as “begning,” “mechine,” and “dics” also reduce precision. Build a more accurate set of verbs for process descriptions—such as “is transferred,” “is cut,” “is shaped,” and “is packaged”—and check spelling and collocations.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect stages in longer sentences, for example by using “in which” and “after that,” but these complex structures are often not controlled successfully. Errors in verb forms and agreement appear throughout: “flours is deliverd,” “it is stores,” and “dough is pass” should use passive forms such as “flour is delivered,” “it is stored,” and “dough is passed.” Articles and sentence boundaries also need attention, as in “send to roller” and the long final sentence joined by “and.” These errors sometimes make the sequence difficult to interpret. Practise accurate present-simple passive constructions for each stage, and use shorter sentences with correct articles and punctuation before attempting more complex links.

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