Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 14 · 2026-09-09
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 4.5)
The Diagram Illustrates that how electricity is generated in a hydreoelectric power station.
As an overall trend, it could be seen that there are two intakes which is day and night. In dy intake dam was open while, in night intake dam was closed where electricity is generated in a hydroelectric power station with a high level reservoir and low level reservoir.
According to the given diagram, it is crystal obvious that, In day intake River besides the dam openly generate electricity with flow of water in a high speed to the power station in which operate generator convert power lines into national grid and then move downward with a low level reservoir.
Categorically speaking after remaining intake it could be seen that in night intake move towards the reversible turbines with the same flow of water in day intake during pumping into high level reservoir where dam is closed.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.0
The response attempts to describe the process but fails to accurately interpret the diagram. The student incorrectly identifies the two phases as 'day' and 'night' intakes, whereas the diagram illustrates a reversible hydroelectric system (generating mode vs. pumping mode). Consequently, the main features are misunderstood, leading to a flawed summary. While the response covers the components like the reservoir and turbines, the misinterpretation of the core process significantly impacts the accuracy of the information reported. To improve, focus on identifying the functional stages of the process—generation versus storage—rather than external factors like time of day, which are not supported by the visual data.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the logical progression is hindered by the inaccurate interpretation of the process. The use of cohesive devices is mechanical and sometimes confusing, such as 'Categorically speaking after remaining intake'. Referencing is often unclear, making it difficult for the reader to follow the flow of the water or the sequence of the operation. While there is an attempt to structure the response with an introduction and body paragraphs, the lack of clear logical links between the stages of the process makes the overall arrangement difficult to follow.
Lexical Resource — Band 5.0
The vocabulary is limited and often used incorrectly. Phrases like 'crystal obvious' are non-standard, and the misuse of technical terms (e.g., 'intake' used to describe time periods) indicates a lack of precision. There is some attempt to use process-related vocabulary such as 'generator', 'turbines', and 'reservoir', but these are often embedded in sentences that lack clarity. To reach a higher band, focus on learning specific collocations related to mechanical processes and ensuring that technical terms are used in their correct context.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors that impede communication. There are issues with subject-verb agreement ('there are two intakes which is'), article usage, and sentence structure. Many sentences are fragmented or lack the necessary complexity to convey the process clearly. For instance, 'In dy intake dam was open while, in night intake dam was closed' lacks proper articles and clear structure. The reliance on simple, often broken, sentence structures limits the range of grammar demonstrated. Focusing on basic sentence construction and proofreading for subject-verb agreement would be a beneficial first step.
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