Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 14 · 2026-11-11

IELTS Writing Task 1 question

The diagram below shows how electricity is generated in a hydroelectric power station.

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

Student answer (Band 4.5)

This diagram elucidates the process of electricity. This diagram shows how electricity is generated in a hydroelectric pwer station . process of generated elecctricity continue step by step .every

step play very important role in all process .

First of all,start process from Dam how build on river where exist high store of water . Dam open at day time and close at night time . sam way electricity process is continue at day time and close night time .

In addition , flow of water to generate electricity at day time while in night time is opposite , flow of water in night to river .

Next step is power station , when water comes in generater .It start electricity generating and release electricity These electricity gone in power lines and then gone in national grid.

finaly , This electricity use in our daily life .

All steps continue with each others .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the general subject and mention several relevant stages, including water reaching the power station, electricity passing through power lines, and then entering the national grid. However, the process is only minimally described: the high-level and low-level reservoirs, the reversible turbines, and the generator’s role are not clearly explained. The account also misstates key details: the dam’s intake is open by day and closed at night, but the water is pumped back to the high-level reservoir at night, not “to river.” The claim that electricity generation simply closes at night misses this recycling stage. The response is 146 words, below the required 150, and the final comment about daily use is not a process feature shown in the diagram. Add a clear overview and accurately explain both operating modes.

Coherence and Cohesion: Band 4.5

There is a basic attempt to order the description, using phrases such as “First of all,” “In addition,” “Next step,” and “finally.” This gives the reader some sense of sequence, and the response stays broadly focused on the process. However, the progression is not consistently logical: the account moves from the dam to day/night flow, then to the power station, without clearly connecting the low-level reservoir or the return pumping stage. Several links are repetitive or unclear, such as “All steps continue with each others,” and the opening repeats that the diagram shows electricity generation. Organise the response into an overview and a chronological description, using clear references to the reservoirs and the two operating periods.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “dam,” “power station,” “power lines,” and “national grid,” so the topic is generally recognisable. However, the range is limited and several words or phrases are inaccurate or awkward, which sometimes makes the process difficult to understand. For example, “high store of water” is not a natural description of a reservoir, “water comes in generater” is imprecise, and “flow of water in night to river” mislabels the direction and destination. Spelling errors such as “pwer,” “elecctricity,” and “finaly” are also noticeable. Build a more precise set of process terms—especially “high-level reservoir,” “low-level reservoir,” “intake,” and “reversible turbines”—and check spelling and collocations.

Grammatical Range and Accuracy: Band 4.5

The response communicates some basic ideas through short sentences, but grammatical control is inconsistent and sentence structures are mostly simple. Errors in verb forms and sentence construction appear in examples such as “First of all,start process from Dam how build on river” and “It start electricity generating.” Articles, agreement, and prepositions are also frequently missing or inaccurate, as in “in generater” and “These electricity gone in power lines.” Punctuation and spacing are uneven, with missing spaces after commas and full stops, and some sentences run together. These problems sometimes obscure how the stages relate to one another. Practise forming complete subject–verb sentences and use a few controlled clauses to explain the day and night cycles.

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