Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-12

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 map chart illustrates how electricity is produced in a hydroelectric power station.

It started from the river and water went into dam with high-level reservoir, also dam stayed open in day time and remained closed at the night, furthermore the water flew ahead to generate electricity in the day time, while water moved in the opposite direction in the night, afterwards it went into power station.

Moreover, It had reversible turbines. In the day time it operated by generator at low-level reservoir, whilst at the night water was pump into high-level reservoir, eventually it will generate the power and went into power lines followed by in national grid.

Overall, it can be seen that water generator had the different pattern for night and day time. firstly, the flow of water is moved in opposite direction compared to day time. Secondly, low-level reservoir used in day and high-level reservoir opted in the night.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main contrast between daytime generation and nighttime pumping, and mention the high- and low-level reservoirs, turbines, generator and national grid. These are relevant features, so the process is broadly addressed. However, some stages are unclear or inaccurately described: the intake, rather than the dam, is open by day and closed at night, and the generator is not described as operating “at low-level reservoir.” The sequence from water entering the station to electricity reaching the grid is also difficult to follow. To strengthen the response, give a concise overview of the two-way cycle, then accurately explain the daytime route from the upper reservoir through the turbines to the lower reservoir and the reverse pumping route at night.

Coherence and Cohesion: Band 5.5

The response has an identifiable beginning, process description and concluding overview, and the contrast between day and night gives it a basic organising principle. However, progression is not consistently clear: the second paragraph moves from the turbines to the low-level reservoir, then back to nighttime pumping and finally to electricity transmission, making the sequence hard to reconstruct. Linking words such as “furthermore,” “afterwards,” “moreover” and “eventually” are sometimes used mechanically or do not show the relationship accurately. The overview also repeats points already mentioned rather than neatly summarising the cycle. Organise the body in two clear stages—daytime generation followed by nighttime pumping—and use precise references such as “this water” or “the flow” to connect steps.

Lexical Resource: Band 5.5

You use several relevant process terms, including “high-level reservoir,” “reversible turbines,” “low-level reservoir” and “national grid,” which help identify the main components. However, some word choices and collocations are inaccurate or unnatural, such as “map chart,” “water generator,” “water flew ahead” and “the water was pump.” These choices sometimes make the process difficult to understand, even though the intended day/night contrast is apparent. Aim for standard process vocabulary and consistent terms: describe water as flowing through a conduit, turbines as driving a generator, and electricity as being transmitted to the grid. Avoid replacing technical labels with imprecise phrases, and check word forms when using verbs such as “pump” and “generate.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including contrasts with “while” and “whilst,” and the reader can generally recognise the intended process. However, control is uneven, particularly in verb forms, articles and sentence construction. For example, “water was pump” needs a past participle, while “It started from the river” has an unclear subject and “water went into dam” is missing an article. The long sentence beginning “It started from the river” joins several stages with commas and makes the relationships difficult to follow. Use shorter, complete sentences for each stage, maintain consistent present tense for a process diagram, and check articles and passive forms—for example, “water is pumped back.”

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