Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-03

IELTS Writing Task 1 question

The diagram below shows how geothermal energy is used to produce electricity.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.0)

The given diagram illustrates the process of producing electricity from geothermal energy.

Overall, the energy is producing with different five process where it is first starting by cold water pumping down and different processing and ending with producing energy using powered turbine after condenser from hot water vapour.

firstly, the process go through cold water pumping down to the injection well. After it passes through Geothermal zone which is made by different hot rocks. Next the process were be turned into production of well.

By the following process, the hot water were pumped up and forming with condenser. After the condenser became cool it turns into steam. Again the steam is powered by turbine and ending up with producing electricity.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response only partially addresses the task requirements. First, the length requirement of 150 words is not met, as the student's text contains only 120 words. Regarding content, the overview is extremely basic and lacks clarity, stating vaguely that the energy is producing with different five process. While the student attempts to sequence the main steps of the geothermal power plant, the details are limited, under-developed, and contain inaccuracies regarding the process, such as stating that the condenser became cool it turns into steam. To reach a higher level, the writer needs to expand the word count past the minimum threshold, provide a clearer overview of the main stages, and accurately report key features and measurements from the diagram, such as the 4.5 km depth of the injection well.

Coherence and Cohesion: Band 5.5

There is some basic organization present, with the text broken into paragraphs and basic sequencing words like firstly and after used to guide the reader. However, there is no clear overall progression, and the logical flow between sentences is frequently disrupted by awkward phrasing and mechanical cohesion. Referencing is sometimes unclear, making it difficult to follow the exact sequence of the process. For instance, phrases like by the following process create abrupt and confusing transitions. To improve cohesion and coherence, the writer should use a wider variety of more natural cohesive devices, ensure logical relationships between sentences are clearly established, and structure the paragraphs so that information flows smoothly from one stage of the diagram to the next.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The student relies on basic terms and makes noticeable word choice and collocation errors that occasionally cause difficulty for the reader. Examples include phrases like energy is producing, different five process, and production of well, which demonstrate awkward lexical combinations rather than proper technical descriptions. Spelling is generally acceptable, but the lack of precision and inability to use appropriate process-related terminology restrict the response. To achieve a higher band, the writer must expand their lexical range by incorporating precise vocabulary related to diagrams and processes, such as underground, reservoir, turbine, and generate, while avoiding repetitive and unnatural word forms.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures, relying heavily on simple sentence forms. Attempts at more complex sentences are frequently faulty, leading to frequent errors in tense, voice, and prepositions. Examples of inaccurate grammar include the energy is producing instead of is produced, the process were be turned into, and the steam is powered by turbine where passive and active voice structures are confused. Punctuation and article usage are also inconsistent. To improve, the writer needs to demonstrate a greater variety of complex sentence structures with good control, ensuring that verbs agree with their subjects, passive forms are used correctly for process descriptions, and basic grammatical rules are applied accurately throughout the text.

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