Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-08-30
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 process of generating electricity in a hydroelectric power station across a range of six stages, commencing with the water from the river concluding with national grid.
First and formost, electricity can be generated from high-level reservoirs' rivers wich are shaped with dams. In the subsequent stage water is ethier taken for generating electricity. This approach is used during the day scince the night is for pumping. As a fact of matter indivaduals are allowd to take water from the river only during the day time as it is closed at night. when it comes to the water that has been taken from the river it reaches the power satation in order to generate electricity. In the power station there is a classification area. If it is day the water goes to the generator in order to start operating. Else the water pumps into high level reservoir. Regarding the water after being generated, it compelets its way into the power lines and finaly into the 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 covers the main stages of the process, but the description is often inaccurate and confusing. For instance, the claim that water is only taken during the day and that the process is 'closed at night' is a misinterpretation of the diagram, which shows a reversible pump-turbine system. The explanation of the 'classification area' is also unclear and does not accurately reflect the technical components shown in the diagram. While the response attempts to report the main features, the lack of clarity and factual inaccuracies prevent it from fully addressing the task requirements. To improve, focus on describing the physical components and the flow of water more objectively.
Coherence and Cohesion — Band 5.0
The response is organised into two paragraphs, but the logical progression is weak. The transition between ideas is often abrupt, and the use of cohesive devices is limited and sometimes mechanical, such as 'First and formost' and 'As a fact of matter'. Referencing is occasionally unclear, particularly when referring to 'the water' without specifying which part of the cycle is being discussed. The paragraphing is insufficient, as the entire process description is crammed into one long, dense paragraph, making it difficult for the reader to follow the sequence of events effectively.
Lexical Resource — Band 5.0
The vocabulary is limited and contains several spelling errors, such as 'formost', 'wich', 'ethier', 'scince', 'indivaduals', 'allowd', 'satation', 'compelets', and 'finaly'. These errors are frequent and occasionally distract the reader. The range of vocabulary is basic and lacks the precision required for describing a technical process. There is little evidence of less common lexical items or collocations appropriate for a report on a technical diagram. To reach a higher band, you must focus on accurate spelling and using more precise terminology related to engineering or processes.
Grammatical Range and Accuracy — Band 5.0
The response contains a high frequency of grammatical errors, including subject-verb agreement issues ('water pumps into'), incorrect word forms ('day time'), and awkward sentence structures. Punctuation is also inconsistent, particularly with the use of commas and apostrophes (e.g., 'reservoirs' rivers'). While there is an attempt to use complex sentences, they are often faulty, which hinders the clarity of the message. The majority of the sentences contain errors, which prevents the response from achieving a higher score. Focusing on basic sentence construction and proofreading for common errors would be beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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