Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-08-10
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 5.5)
The diagram illustrate the procedure of generating electricity in a hydroelectric power station.
Overall, there are several materials and stages being used. The process is beginning with reserving water on dam ending with supply of electricity by power lines to national grid.
At the very beginning, the flow of river is reserved with the dam and that is known as high level of reservoir. after that the intake at the base of the dam open at day and closed at night. Water flows from the cannel at the base of the dam generates the electricity whereas flow of water at the night pump. There is the reversible turbine which is connected to the cannel and the next to turbine is low level reservoir of water. the reversible turbine operate the generator in order to generate the power, meanwhile the generator at the night pump the water from low level reservoir to the high level of reservoir.
Following that, generator generates the power at power station and supply the electricity power to the national grid through power line.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the hydroelectric power station process, including the dam, the reversible turbine, and the generator. However, the description is somewhat mechanical and lacks a clear, analytical overview of the cycle. While the student identifies the key components, the explanation of the 'day' and 'night' cycle is slightly confusing and could be more precisely articulated. The summary of the process is generally accurate, but it misses the opportunity to highlight the cyclical nature of the system more effectively. To reach a higher band, ensure that the relationship between the high-level and low-level reservoirs is explained with greater clarity and precision.
Coherence and Cohesion — Band 5.5
The essay is organized into paragraphs, which helps the reader follow the process. However, the use of cohesive devices is somewhat mechanical and occasionally repetitive (e.g., 'at the beginning', 'after that', 'following that'). Some transitions are awkward, such as 'the flow of river is reserved with the dam and that is known as high level of reservoir.' The referencing is sometimes unclear, making the logical progression feel a bit disjointed. Improving the variety of linking words and ensuring that pronouns clearly refer back to the correct nouns would significantly enhance the flow of the text.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but lacks precision and variety. There are several instances of word-choice errors, such as 'cannel' (likely meant 'channel') and 'reserved' (likely meant 'retained' or 'stored'). The phrasing 'pump the water' is used repeatedly, which limits the lexical range. While the student successfully uses technical terms like 'reversible turbine' and 'national grid', the overall control of vocabulary is limited. To improve, the student should focus on using more precise verbs and nouns related to mechanical processes and ensure correct spelling of technical terms.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. For example, 'The diagram illustrate' (subject-verb agreement), 'the intake... open at day' (missing verb 'is' or 'are'), and 'generator at the night pump' (should be 'pumps'). Punctuation is also inconsistent, particularly with capitalization and missing articles. While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher band. Focusing on basic subject-verb agreement and article usage would lead to immediate improvement.
See this exact question answered at other band scores — the same prompt compared across bands.
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