Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-06
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 5.5)
The given diagram illustrates the information regarding how to use hydroelectric power station to generate electricity.
By taking a general overview, it is clear that it consists varoius stages, every step is required to generate power, and it starts with reservoir water and ends with supply electricity to power grids.
Initially, water is taken by river and stored in high level reservoir. Then, water basically supply during day time when dam gate is opened. After flowing water into pipes, it sent to reversible turbines where turbines is roatated to generate electricity.
In the next step, low-level water is pumped back during night to the high-level reservoir. In the pre final stage, generated electricity is strored into power station. Finally, generated power is sent through various power lines which basically connected with power grids. Power is collected by national power grids where electricity is ready to suppy for cities and villages ares.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by outlining the main stages of the hydroelectric power station process, from the river and high-level reservoir to the power lines and national grid. However, some parts are more fully developed than others, leading to occasional inaccuracies regarding the sequence. For instance, the description states that generated electricity is stored in the power station before being sent through power lines, which misinterprets the operational cycle shown in the diagram. An overview is present at the beginning, noting that the process consists of various stages starting from reservoir water and ending with power grids. To reach a higher level, the response would need to present a more accurate and fully extended overview of the cyclical nature of the day and night operations without factual misinterpretations of the diagram's flow.
Coherence and Cohesion: Band 6.0
The text presents a coherent overall arrangement with a logical progression from the beginning of the process to the final distribution of electricity. Paragraphing is utilised to separate the introduction from the body of the process, and basic cohesive devices are employed, such as 'Initially', 'Then', and 'Finally'. However, referencing and cohesion can be somewhat mechanical or faulty at times, such as the abrupt transition in the third paragraph regarding low-level water being pumped back. To improve cohesion further and move up to the next level, the writer should ensure that cohesive devices connect ideas more smoothly and that referencing between sentences is clearer, particularly when shifting between daytime generation and nighttime pumping phases.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, allowing the student to communicate the main steps of the diagram. The writer attempts some less common vocabulary related to the topic, such as 'reservoir', 'reversible turbines', and 'national power grids'. However, there are noticeable lexical errors, awkward word choices, and spelling mistakes that affect precision, such as 'varoius', 'roatated', 'strored', and the phrase 'supply electricity' instead of 'supplying electricity'. Furthermore, collocations like 'low-level water' instead of 'water in the low-level reservoir' are slightly imprecise. To achieve a higher score, the student needs to demonstrate a wider range of vocabulary with greater accuracy in word formation, spelling, and collocation.
Grammatical Range and Accuracy: Band 5.0
The writing displays a mix of simple and complex sentence forms, attempting structures like 'By taking a general overview, it is clear that...'. There are several grammatical errors in verb forms, prepositions, and articles, such as 'how to use hydroelectric power station', 'every step is required', 'water basically supply during day time', and 'villages ares'. Despite these errors, they rarely impede communication entirely. To reach the next level, the student must produce a greater proportion of error-free sentences, particularly by improving control over passive voice constructions, subject-verb agreement, and articles when referring to technical processes.
See this exact question answered at other band scores. The same prompt compared across bands.
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