Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-10-13

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 diagram illustrates how electrcicty is produced in a hydroelectric power station.

Overall, it is evident that the power station is used for the production of electricity, after long process it is produced also some kinds of turbines are install in the generator.

Firstly, water was flow from the river and moved towards the Dam where intake was closed at night but, opened in day time. However at day time flow water was moved towards the power station where genertor was intsalled turbines are moving and operating as aworker for the genertor and through this energy transimetted towards the power lines than from whole process electricity was generated.

In the contrast, as water flow from the river towards dam where at night time it was closed, and reversed flow was happening like water pumped high levelled of reservoir and flow it back towards the dam.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as electricity generation and include both daytime operation and a nighttime reversal, so the response addresses the central topic. However, the account is only partial: it does not clearly explain that water passes through reversible turbines to the low-level reservoir by day, while at night those turbines pump it back to the high-level reservoir. The overview is also unclear, especially the claim that turbines are “install in the generator.” Some details are inaccurate or confusing, such as saying the water flows back “towards the dam.” The response is 145 words, below the required 150. To improve, give a concise, accurate overview and describe the two operating cycles in sequence, including the generator and national grid.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, and separate descriptions beginning “Firstly” and “In the contrast.” This gives the reader some indication of the order and the day/night contrast. However, progression within the paragraphs is difficult to follow because several stages are compressed into long, loosely connected sentences. For example, the daytime account moves from the intake to turbines, generator, power lines, and electricity without clear sentence boundaries or relationships. “However” does not express a clear contrast in its sentence, and the final paragraph repeats the river-to-dam information rather than developing the nighttime cycle. Use shorter sentences, sequence markers such as “Next” and “Finally,” and clear references to the high- and low-level reservoirs.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “river,” “intake,” “power station,” “turbines,” “generator,” and “power lines,” which makes the general subject recognisable. However, the range is limited and several word choices or combinations are inaccurate, making parts of the process hard to understand. For instance, “turbines are moving and operating as a worker for the generator” is not an appropriate description, and “electricity was generated” is repeated rather than expressed more precisely. Spelling errors such as “electrcicty,” “genertor,” and “transimetted” are noticeable. Build a bank of accurate process terms and collocations, such as “drive the generator,” “transmit electricity,” and “pump water back,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and more complex sentences, including a contrast between daytime and nighttime operation. However, control is inconsistent, and errors frequently make relationships between stages difficult to follow. Examples include “water was flow,” “intake was closed … but, opened,” and “where genertor was intsalled turbines are moving,” which show problems with verb forms, articles, and sentence construction. Tense use also shifts between past forms and present descriptions, while punctuation does not reliably separate clauses. Practise describing processes in the present simple, for example, “Water flows through the turbines and drives the generator.” Build each sentence around a clear subject and verb, and use full stops to separate stages rather than joining several clauses together.

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