Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-04

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 diagram provide the information how geothermal energy is used to produce electricity.its illustrate they had five main step to produce electricity.we will discuss every step by step.

first of all its commence with cold water and pumped down 4.5 km.and than injection well to geothermal zone (hot rocks).after that its come to third step it is the production well in the part cold water become hot water and than with the help of pumped the hot water sent to condenser.condenser is the forth step hot water turn into steam and than the main idea work the 5th step powered by turbine and produes electricity.

Elecetricity they have its ready for supply for urban and rural area accroding to there need.its a great invation from cold water turn into electricity.its vital part of manufacturing factories and provide work to numrous people to got fincial support for their life. the with the help of elecetricity we will use more techonolgy for example computer moblie phone etc without electricity we cant imagine these things

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting an account of the geothermal process that lacks adequate development and includes irrelevant information. While the writer correctly notes some basic stages such as pumping cold water down 4.5 km and the production well, the description is superficial and omits key features like the turbine and generator interaction in detail. Furthermore, the final paragraph drifts into a general discussion about the importance of electricity and modern technology (e.g., computers and mobile phones) rather than focusing strictly on summarising the visual data. This inclusion of personal opinions and unrelated societal benefits prevents the report from fully satisfying the core requirements of an academic task.

Coherence and Cohesion: Band 5.5

There is some basic organisation in the text, but it lacks a clear overall progression. The writer attempts to sequence the steps chronologically using phrases like 'first of all', 'after that', and 'the 4th step', but the logical flow is frequently disrupted by poor sentence boundary punctuation and abrupt shifts in topic. Paragraphing is poorly handled, as the entire response is lumped into two dense blocks that fail to separate the process description from the irrelevant concluding remarks. Referencing and cohesive devices are inadequate, with repetitive use of basic connectors ('and than') that make the writing mechanical and difficult to follow smoothly.

Lexical Resource: Band 5.0

The lexical range is limited and minimally adequate for the task. The writer relies heavily on basic vocabulary and direct lifting from the prompt, such as 'geothermal energy', 'cold water', 'production well', and 'generator'. Noticeable word choice and word form errors occur throughout the text, including 'produes' instead of 'produces', 'invation' instead of 'invention', 'numrous', 'fincial', and 'elecetricity'. These spelling and morphological inaccuracies occasionally cause difficulty for the reader and demonstrate a weak command of less common lexical items appropriate for academic writing.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very restricted, relying mostly on simple sentences and faulty attempts at complex structures. There are frequent errors in basic sentence construction, subject-verb agreement, and articles, such as 'The diagram provide' instead of 'provides', and missing articles in 'hot water turn into steam'. Punctuation is largely neglected, resulting in run-on sentences and a lack of capitalisation at the start of sentences (e.g., 'its illustrate', 'first of all its commence'). These frequent errors and structural limitations cause considerable strain for the reader and typify a restricted control of grammatical forms.

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