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)
There are several ways to induce electricity, such as a hydroelectric power station; purposefully, it uses water and a pumping system to generate electricity.
This station system is not complex and it's so similar to the general system definition, it consists of input and output, which are the water-in and the water-out.
Therefore, the process that manage the water flow contains a few devices, such the generator, the pipes, and the turbines inside the generator. These devices are working together to generate electricity in a circular sequence order, in the day time, the water from a larger source like a river which is the high-level reservoir, go through the pipe when the dam opens to the turbines inside the generator and there is where the water generate electricity and go to the low- level reservoir.
In the night time, water go the opposite way, it flow back from low-level reservoir to the high-level reservoir. And it continue that way to keep the electricity running.
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 covers the main features of the hydroelectric power station process, including the day and night cycles. However, the description is somewhat informal and lacks the precision expected in an academic report. For instance, the explanation of the 'input and output' is vague, and the description of the components could be more technical. While the main features are identified, the overview is not clearly separated from the body, and the explanation of the mechanism is slightly repetitive. To improve, focus on describing the mechanical process more objectively and ensure the distinction between the high-level and low-level reservoirs is clearly linked to the energy generation phase.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the logical flow is hindered by awkward transitions and run-on sentences. Phrases like 'Therefore, the process that manage the water flow' are used, but the connection between ideas is often mechanical or unclear. The use of cohesive devices is limited, and some sentences lack clear logical progression, making the reader work harder to follow the sequence of events. Improving the use of linking words (e.g., 'consequently', 'subsequently', 'in contrast') and ensuring each paragraph has a clear thematic focus would significantly enhance the coherence of the response.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks the precision and academic tone required for a Band 7 or higher. There is some repetition of basic terms like 'generate electricity' and 'water'. The student uses some descriptive language, but it is often imprecise, such as 'not complex' or 'circular sequence order'. There are also minor errors in word choice, such as 'induce electricity' instead of 'generate electricity'. To reach a higher band, the student should incorporate more topic-specific vocabulary related to engineering or power generation, such as 'intake', 'penstock', 'reversibility', and 'grid'.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Subject-verb agreement issues are common, such as 'the process that manage' (should be 'manages') and 'water go' (should be 'water goes'). Punctuation is also inconsistent, with several comma splices and run-on sentences. While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher band. Focusing on basic grammatical accuracy, particularly verb tense consistency and subject-verb agreement, is essential for improvement.
See this exact question answered at other band scores — the same prompt compared across bands.
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