Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The shown diagram illustrates the process of producing electricity from geothermal energy. It showcases the miltiple steps that the power plant takes to produce electrical energy.

The layout demonstrates the steps to take in order. Startin with providing cold water in a conservation chamber. The same water is then pumped down through a pipe 4.5km deep into the ground where it reaches the injection well. After that, the water passes through the geothermal zone, which is basically hot rocks, where the temperature reaches very high levels. This procedure elevates the water's temperature before accumulating in the production well. The water stays there for a moment before being pumped up another 4.5 km pipe to reach the condenser on the surface. This stage turns the water into steam that gets pushed into a small entrance that leads to a turbine. The high pressure pushes the turbine to rotate at high speed which results in energy conducted to an electric generator.

Finally, the generator is connected to the main poles which supplies the rest of the town.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main purpose of the diagram, explaining how a geothermal power plant generates electricity. However, the explanation is only partially developed and contains some inaccuracies regarding the sequence. For example, the student states that water reaches the injection well after being pumped down, and later confuses the transition where the condenser turns water into steam before the turbine. This partial coverage and confusion of steps keep the response at the current level, as some key features are under-developed or inaccurately reported. To reach a higher level, the writer needs to trace the entire process accurately and provide a more thorough overview of how the stages link together without misinterpreting the labels or layout.

Coherence and Cohesion: Band 6.5

The essay displays a coherent overall arrangement with a logical attempt to follow the steps of the diagram in sequential order, such as using transitional phrases like 'Startin with', 'After that', and 'Finally'. Paragraphing is used, though it could be structured more effectively to separate different phases of the cycle. While the text is generally readable, referencing and cohesive devices occasionally feel mechanical or are slightly inaccurate, such as missing articles and awkward transitions between sentences. To move to a higher band, the writer needs to ensure that logical progression is smoother and that cohesive devices are used more flexibly and accurately to link ideas without abrupt shifts.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating terms such as 'conservation chamber', 'geothermal zone', 'condenser', and 'electric generator'. However, there are noticeable lexical errors, including spelling mistakes like 'miltiple' and 'Startin', as well as awkward collocations and word choices that detract from precision. While communication is not severely impaired, these recurring inaccuracies and limitations in less common vocabulary prevent the writing from achieving a higher mark. To improve, the writer should focus on expanding their range of precise technical and academic vocabulary, paying closer attention to word formation, spelling, and natural collocations.

Grammatical Range and Accuracy: Band 5.5

The response demonstrates a mix of simple and complex sentence structures, attempting relative clauses and participial phrases such as 'where the temperature reaches very high levels' and 'powered by steam'. However, there are frequent errors in grammar and punctuation, particularly concerning prepositions, subject-verb agreement, and missing articles, such as 'into condenser' or 'supplies the rest of the town'. Attempts at complex sentences often contain flaws that disrupt the flow. To achieve a higher score, the writer must increase their control over complex grammatical structures and reduce the frequency of basic errors by thoroughly proofreading their work for sentence boundaries and structural accuracy.

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

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