Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The flow diagram illustrates the process of electricity generation in a hydroelectric power station.

Overall, it is clear that the process consists of 8 main stages, whereas it also involves several steps besides of the main ones. Begins with the river water which flows to the reservoir and ending at supplying generated electricity to power lines.

Initially, reservoir build at the high-level, stores the considerable amount of river water in it. Reservoir has dam which helps to keep the water stored for further processes. Firstly, during day dam gates are often opened to let the stored water flow towards the generator, while at night the water pumped back to the high-level reservoir. This process continues to repeat everyday. Secondly, when water reaches at the location of the reversible turbines, the significant flow of the water reaches directly from the reservoir, rotates the flaps of the turbines at high speed. This high frequency of the water at turbines generates electricity which is further being directed to the generator or power station. At the last stage, the power station then transfers the generated electricity with the help of generator. It further flows through the power lines to national grid.

After holding water at low-level reservoir during day time, the reversible turbines pump the water back to the high-level reservoir at the night.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the hydroelectric process, including the reservoir, dam, turbines, and power lines. However, the description is somewhat repetitive and lacks a clear, logical flow. The overview provided is a bit mechanical, and the distinction between the day and night cycles is slightly confused in the body paragraphs. While the main features are identified, the explanation of how the reversible turbines function could be more precise. To improve, ensure that the sequence of events is clearly delineated and that the relationship between the high-level and low-level reservoirs is explained more concisely without repeating the same information in different sections.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, but the logical progression is hindered by repetitive phrasing and some awkward transitions. For example, the use of 'Firstly', 'Secondly', and 'At the last stage' is somewhat mechanical. The referencing is occasionally unclear, particularly when discussing the movement of water between the reservoirs. While the paragraphing is sufficient, the internal cohesion within paragraphs could be improved by using a wider variety of linking words and ensuring that each sentence builds logically upon the previous one rather than restating the same concepts.

Lexical Resource — Band 6.0

The vocabulary is generally adequate for the task, with terms like 'hydroelectric power station', 'reversible turbines', and 'national grid' used correctly. However, there are some inaccuracies in word choice and collocation, such as 'reservoir build at the high-level' (should be 'built at a high level') and 'high frequency of the water' (which is technically incorrect in this context). The range is sufficient to convey the main points, but more precise terminology regarding the mechanical process would elevate the score. Avoid repetitive phrasing like 'the water' and 'the reservoir' by using synonyms or pronouns where appropriate.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. There are several grammatical errors, including missing articles ('at the high-level'), incorrect verb forms ('reservoir build'), and prepositional errors ('reaches at the location'). While these errors do not significantly impede communication, they are frequent enough to prevent a higher score. The sentence structure is often repetitive, relying heavily on basic subject-verb-object patterns. To improve, focus on mastering article usage and ensuring subject-verb agreement, and try to incorporate more varied complex sentence structures to demonstrate greater grammatical control.

See this exact question answered at other band scores — the same prompt compared across bands.

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