Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-11-07

IELTS Writing Task 1 question

The diagram below shows how a mechanical arm works, and how the joints that make up the arm function in the same way as those in a human arm. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.0)

In this diagram, both are play their role but using different method like the mechanism shown shown in diagram depend on electricity but human arm not depend on electricity because they depend on voluntory movements.Furthermore, it is computer based process but human body do not depend on computer because they work according to body will. In this structure, different equipment perform different functions like pivot help arm to rotate, wrist allows gripper to flex/ rotate and moreover elbow give flexibility and help in movements. But in human body they play different roles like they made up of bones, blood vessels and cartilages etc.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies a few relevant parts of the diagram, including the pivot, wrist and elbow, and attempts to compare the mechanical arm with a human arm. However, it only partially reports the visual information: it omits the computer and motors, the base and shoulder, the gripper’s sensors, and the alternative end-effectors. The comparison that human arms contain “bones, blood vessels and cartilages” is not shown in the diagram, so it does not help summarise the supplied information. The response also falls short of the required 150 words, leaving the main features substantially underdeveloped. To improve, give a clear overview of how the computer-controlled motors operate the arm, then describe the key joints and their functions using only information supported by the diagram.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response: the first part contrasts the mechanical and human arms, while the second names several components and functions. Linking expressions such as “Furthermore” and “But” show an effort to connect ideas. However, the overall progression is difficult to follow because the response moves from a general comparison to component details without a clear overview or systematic description of the diagram. The repeated “like” constructions and the unclear reference in “they play different roles” also weaken cohesion. Organise the report into a brief overview followed by a logical description, for example from the computer and motors down through the arm to the gripper, and use precise references to each part.

Lexical Resource: Band 5.5

The response uses some relevant task vocabulary, including “pivot,” “wrist,” “gripper,” “flexibility” and “rotate,” which helps convey several functions shown in the diagram. It also attempts to express comparison through phrases such as “different method.” However, the range is limited, and several choices are inaccurate or awkward, including “play their role,” “depend on electricity” and “body will.” Spelling errors such as “voluntory” and the repeated “shown” also reduce precision. Aim for more exact process language, such as “is powered by,” “is controlled by” and “allows rotation,” and use the diagram’s labels consistently. This would make the description clearer and more appropriately formal.

Grammatical Range and Accuracy: Band 5.0

The response attempts to combine ideas using clauses and connectors, but control of sentence structure is uneven. The opening, “both are play their role,” has an incorrect verb construction, and “the mechanism shown shown in diagram depend” contains repetition, a missing article and subject–verb disagreement. The sentence beginning “Furthermore” also joins several ideas without clear punctuation, making the comparison harder to follow. There is some use of longer structures, but these are not consistently accurate, and the response relies heavily on simple statements. Practise forming clear subject–verb sentences and checking articles, agreement and punctuation; for example, “The pivot allows the arm to rotate, while the wrist enables the gripper to flex or rotate.”

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