Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-08-21
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 given process displays hoe electricity is generated in a hydroelectric power station .
overall , it can be seen the diagram shows the different time of flow of water in the day and night . The main is the generator of producing electricity.
Firstly, water go from the river in dam , after that the flow of the water go in the generator and produce the electricity . Afterwards , generator have the door , one for the electricity which go in national grid . second door for water , which flow of water during pumping in the night.
secondly , the same process in the night , when electricity generate from the water . operate generator night , which pump water into high-level reservoir . The intake is open in the day and close by the night. After , we can able to use electricity. And electricity reach in our homes.
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 explain the cyclical nature of the hydroelectric power station. While it mentions day and night cycles, the description of the mechanism is confusing and inaccurate. For instance, the claim that 'water go from the river in dam' and the vague description of the generator's 'doors' do not accurately reflect the technical process shown in the diagram. The response lacks a clear overview of the main stages (intake, turbine/generator, reservoir). Consequently, the information is not well-selected, and the key features of the process are not clearly reported, leading to a limited response that does not fully address the task requirements.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, but the progression of ideas is disjointed. While some cohesive devices are used (e.g., 'Firstly', 'secondly', 'afterwards'), they are often used incorrectly or in a way that does not improve the flow of information. The referencing is frequently unclear, such as the confusing explanation of the 'second door' for water. The logical flow is hindered by the lack of clear connections between the stages of the process, making it difficult for the reader to follow the sequence of events. Paragraphing is present but does not effectively group related information.
Lexical Resource — Band 5.0
The vocabulary is very limited and repetitive, relying on basic terms like 'go', 'produce', and 'door'. There are significant issues with word choice and collocation, such as 'generator have the door' and 'electricity reach in our homes'. The student struggles to use technical vocabulary appropriate for a process description (e.g., 'intake', 'turbine', 'reservoir', 'pump'). The errors in word choice are frequent and occasionally impede the clarity of the description. To improve, the student needs to learn specific terminology related to mechanical processes and improve their grasp of basic collocations.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that affect readability. There are persistent issues with subject-verb agreement (e.g., 'water go', 'generator have'), article usage, and sentence structure. Many sentences are fragmented or lack necessary components, such as 'The main is the generator of producing electricity'. Complex sentence structures are attempted but are almost always faulty, leading to confusion. The control of basic grammar is weak, and the lack of accurate punctuation further complicates the text. A significant improvement in basic sentence construction and verb tense consistency is required.
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