Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-10-04
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 picture illustrates how electricity is generated in a hydroelectric power station.
Overall, there are lots od steps as well as functions electricity is generated in a hydroelectric power station. like Dam, power station, Generator, and main thing is Flow of water generate electricity (day).
To begin with, in Day, in take (day open as well as night intake closed) river come inside high-level reservoir and then water store in this place.as well as, the next step is Flow of water to generate electricity in the day. the water of flow come enter the Generator. This all sturcture name is Power station. The water flow go to the power lines adn the flow inside the National grid.
On the other hand, At night, day intake and night intake are not same like, flow of water and some features are different as basad on the day intake. firstly, the water store in the low-level reservoir. while flow of water enter the Reversible turbines the the pump water into the high-level reservoir ues in the night intake. and then, according to the picture the flow of wayer grow to the pumping then night itake is closed.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response addresses the main process shown in the diagram, identifying key components such as the high-level reservoir, dam, intake, power station, generator, and low-level reservoir. However, the explanation is only partially developed and contains inaccurate reporting of the cyclical day and night processes. For example, the description of the night cycle is confused and fails to clearly explain how water is pumped back from the low-level reservoir to the high-level reservoir using reversible turbines. Some ideas are repetitive or unclear, such as listing label names rather than fully describing their function. To reach a higher level, the student needs to select and report all key features accurately and develop the overview of the dual-phase process much more clearly without unnecessary copying from the prompt.
Coherence and Cohesion: Band 5.5
The essay has some basic organisation with introductory and transitional phrases like 'To begin with' and 'On the other hand', but it lacks a clear overall progression. The relationship between sentences is often disjointed, and referencing is frequently unclear, making it difficult to follow the sequence of the hydroelectric process. Paragraphing is attempted, but internal paragraph structure is weak, resulting in a fragmented and mechanical flow. Cohesive devices are either misused or inadequate, such as abrupt transitions between the day and night explanations. To improve coherence and cohesion, the writer should ensure that ideas follow a logical sequence, use referencing pronouns correctly, and apply cohesive devices smoothly to guide the reader through the stages of the diagram.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task, with noticeable errors that occasionally impede communication. There are frequent spelling errors, such as 'od' instead of 'of', 'in take', 'sturcture', 'adn', 'basad', and 'wayer'. Word choice and word formation are also weak, with phrases like 'river come inside' and 'the flow of wayer grow to the pumping'. The student relies heavily on copying words directly from the prompt rather than paraphrasing them. To achieve a higher score, the writer needs to expand their lexical range by using appropriate synonyms, improving word choice, and eliminating basic spelling and collocation mistakes.
Grammatical Range and Accuracy: Band 4.5
The response displays a very limited range of sentence structures, consisting mostly of simple and attempted complex sentences that are frequently faulty. There are frequent errors in grammar, including missing or incorrect prepositions ('come inside high-level reservoir', 'in the day'), severe problems with verb forms and tenses ('water store', 'flow of water enter'), and incorrect article usage. Punctuation and sentence boundaries are also poorly controlled, leading to run-on sentences and confusing clauses. To move up to the next band, the student must increase grammatical accuracy across a wider variety of sentence structures, pay closer attention to verb tenses and subject-verb agreement, and reduce basic grammatical errors that cause difficulty for the reader.
See this exact question answered at other band scores. The same prompt compared across bands.
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