Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-08-08
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 illustrates the system how electricity is produced in hydroelectric power station.
Overall, in the map describe the the process of making the electricity in a hydroelectric power station and the flow of water came from the then water goes to straight to the turbines then electricity is produced.
The water came the river and enter the dam the collection of water goes to the a long pipe and in this water entered two time first in the day time and other in the night time and then the water is entered in the turbines that can be rotates in the reverse direction . The turbine moves and produced the electricity and when electricity is produced.
In the night time the water is entered from the other side of the turbine and this is a low level reservoir then water enter the station and rotate it and when machine is rotated electric generator produced the electricity then electricity entered the main power line and reached at national grid.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the process but fails to clearly identify the main features of the hydroelectric power station. The description of the cycle is confusing, particularly the claim that water enters at different times of the day, which is not supported by the diagram. The summary is disjointed and lacks a clear overview of the mechanical process. While the response covers the general topic, the lack of clarity regarding the cyclical nature of the water flow and the function of the reservoirs means the information is not fully developed or accurately reported. To improve, focus on identifying the key stages—intake, turbine rotation, electricity generation, and the return flow—in a logical, sequential manner.
Coherence and Cohesion — Band 5.0
The response is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is repetitive and often inaccurate, such as the frequent use of 'and' to connect unrelated ideas. Referencing is unclear; for example, the phrase 'the collection of water' does not clearly link to the previous mention of the river. The transition between the day and night cycle is confusingly presented, making it difficult for the reader to follow the sequence of events. To improve, use a wider range of linking words such as 'subsequently', 'following this', or 'in contrast' to better signal the stages of the process.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic verbs like 'goes', 'entered', and 'produced'. There are several instances of awkward phrasing, such as 'the system how electricity is produced' and 'the machine is rotated'. The student struggles to use technical terminology accurately, such as 'low level reservoir' or 'main power line'. While the meaning is generally understandable, the lack of precision and the reliance on simple, often misused, vocabulary restricts the score. To improve, incorporate more specific process-related vocabulary such as 'generate', 'conveyed', 'harness', and 'distribution'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede communication. There are consistent issues with verb tense consistency (e.g., 'water came the river', 'turbine that can be rotates'), article usage ('the the process', 'the a long pipe'), and sentence structure. Many sentences are run-on or lack proper punctuation, making the text difficult to read. There is a lack of complex sentence structures, and the attempts at them are often faulty. To improve, focus on mastering basic subject-verb agreement and the correct use of articles, and practice combining simple sentences into complex ones using relative clauses or subordinating conjunctions.
See this exact question answered at other band scores — the same prompt compared across bands.
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