Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-11-14

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 5.0)

The diagram ellaborate how the electricity is produced in a hydroelectric power station.

The process of electricity generated starts from the river,the water in the river flow downward to dam.Dam have high-level reservoir which store the water.The intake of the water in day time is opened and the night closed.In day time the flow of water downward to power station to generate electricity.The power station have generater and reversible turbines.The reversible turbines in day time operate generator and pump the water in low-level reservoir but in night it just pump water into high level reservoir because the flow of water during night is upward.When reversible turbines rotate the electricity is produced.Generator send the electricity to power lines and wih the help of power lines electricity reached the national grid.

Just lke that the electricity is produced in power station with the help of government.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the process and include several relevant stages: water is stored in the high-level reservoir, the intake is open by day and closed at night, and electricity reaches the national grid via power lines. However, the account does not give a clear, accurate overview of the complete cycle. In particular, the daytime flow to the low-level reservoir and the nighttime return of water from there to the high-level reservoir are not explained consistently; saying the turbines “pump the water in low-level reservoir” blurs the direction and function. The final reference to “the help of government” is unsupported by the diagram. The response is also six words below the required minimum. Add a concise overview and describe both day and night flows precisely.

Coherence and Cohesion: Band 5.0

The stages are presented in a broadly understandable order, and time markers such as “In day time” and “in night” help distinguish the two operating modes. However, the response is one continuous paragraph, so the overview and process details are not clearly separated. Connections between stages are often abrupt, and repeated references to “the water” and “the power station” make progression feel mechanical. The sentence beginning “The reversible turbines in day time…” combines several actions in a way that obscures where the water goes, while “Just lke that” does not provide a useful conclusion. Organise the response into an overview and a sequence of stages, using clear links such as “During the day” and “At night” to guide the reader.

Lexical Resource: Band 5.5

You use several relevant process terms, including “high-level reservoir,” “intake,” “reversible turbines,” “generator,” and “national grid,” which show some task-specific vocabulary. However, the range is limited and some choices are inaccurate or imprecise: “Dam have high-level reservoir” does not clearly express that the dam holds back the reservoir, and “the flow of water downward to power station” is an awkward description of the route. There are also noticeable spelling errors, including “ellaborate,” “generater,” “wih,” and “lke.” These do not make the whole account impossible to understand, but they reduce clarity and control. Aim for precise process verbs and check spelling carefully; for example, use “flows through” and “is transferred to” where appropriate.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect ideas in longer sentences, for example with “but” and “because,” and the reader can generally follow the intended process. However, the range of sentence structures is limited, and errors occur frequently in basic sentence formation. Examples include “the water in the river flow,” “Dam have,” and “Generator send,” where subject–verb agreement is missing. Articles and sentence boundaries are also problematic, as in “in day time the flow of water downward to power station.” The contrast between day and night is attempted, but the clauses are not consistently formed clearly. Practise accurate present-simple descriptions of processes, including subject–verb agreement, articles, and complete clauses, before adding more complex links.

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