Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 14 · 2026-08-06
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 4.0)
The given diagram shows that how electricity is generated in a hydroelectric power station.
In overview, how hydroelectric power station produce electricity throughout the world. So there are different stages to produce electricity in the given diagram.
To begin with, First of all, it is start from river, and then to dam with high level reservoir to set up the process. Next step is to intake it and flow water to generate electricity in the day. next step is to reversible turbines in day to operate generator in night to pump water into high level reservoir. next step is to low level reservoir to generator then power lines to national grid. So this is the final process of the production of electricity from hydroelectric power station.
Furthermore, So here we can see that flow of water during pumping in night for certain stages to develop electricity. So the shift of the process is done in day and nights because it is a long process to finalize the production of electricity from hydroelectric power station.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to describe the process but fails to provide a clear or accurate summary of the hydroelectric power station's operation. The description of the stages is confusing and lacks logical flow, making it difficult for the reader to understand the mechanism. Key features, such as the distinction between the high-level and low-level reservoirs and the role of the turbine and generator, are not clearly explained. The response relies on vague phrasing like 'next step is to intake it' rather than describing the technical process shown in the diagram. Consequently, the information is not well-developed or accurately reported.
Coherence and Cohesion — Band 4.0
The essay lacks a logical structure. While there are paragraph breaks, the internal progression of ideas is disjointed. The use of cohesive devices is repetitive and often misused, such as starting multiple sentences with 'next step is to'. The referencing is unclear, and the connection between the sentences does not create a smooth narrative. The overview is not distinct from the body paragraphs, and the overall organization fails to guide the reader through the process effectively.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. The student relies on basic, functional words and struggles to use technical terminology appropriate for a process description. Phrases like 'set up the process' and 'finalize the production' are imprecise. There is a lack of variety, and the student frequently repeats the same words (e.g., 'electricity', 'process', 'reservoir') throughout the text. The range is insufficient to convey the technical nature of the diagram accurately.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that often impede communication. There are issues with sentence structure, such as 'The given diagram shows that how electricity is generated' and 'it is start from river'. Subject-verb agreement is inconsistent, and there is a lack of complex sentence structures. Punctuation is also problematic, with many sentences being fragments or run-on sentences. The errors are pervasive and significantly affect the clarity of the writing.
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