Band 5.0 IELTS Writing Task 1 Model Answer

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

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)

The diagrame illustrate the how the mechanical arms work and how the joint that makeup the arm function in the same way as those in a human arm.

Overall, it can clearly be seen that the are several functions are set up like shoulder , wrist, pivot, elbow and gripper those are precision control of motor.

At the bottom the arm is attached to a base it is usually stationary and occasionally movable.The shoulder joint is responsible for for raising and lowering arms.While,the pivot enable arm to rotate Further up the elbow allows to moving and gives flexibility respectively.

In addition all the computer precision are control by three motors at the end of the arm the gripper sensor control the force it can be used for spray , paint , drill , holes and weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant components, including the base, shoulder, pivot, elbow, motors and gripper, and report some of their functions. However, the response only partially covers the diagram: it does not explain the wrist’s role in flexing or rotating the gripper, and it misrepresents the alternative end-effectors by suggesting the gripper itself is used for spraying, painting, drilling and welding. The overview is also unclear: the components are not all “precision control of motor”; rather, a computer controls the motors. The response contains 124 words, below the required 150, and 13 words copied from the prompt were excluded from that count. Add a clearer overview and accurately describe the separate end-effectors.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, gives an overall statement, and then describes parts of the arm before mentioning its uses. However, progression is difficult to follow because several functions are compressed into one paragraph and the relationships between components are not consistently clear. For example, “Further up the elbow allows to moving” does not clearly connect the elbow to the arm’s sequence, while the final sentence combines computer control, motors, sensors and alternative tools without clear transitions. Basic linking phrases such as “Overall” and “In addition” are present, but some are awkwardly used. Group the information into a clear overview and a logical description from the base and joints to the gripper and interchangeable tools.

Lexical Resource: Band 5.5

You use some relevant technical vocabulary, including “shoulder joint,” “pivot,” “gripper,” “motors” and “flexibility,” which helps identify the diagram’s parts. The range is nevertheless limited, and several word choices or forms make the description imprecise: “the joint that makeup the arm” and “precision control of motor” do not express the intended relationships clearly. “Spray, paint, drill, holes and weld metal” also lists actions and objects inconsistently, rather than naming the alternative tools and their purposes. Spelling errors such as “diagrame” are noticeable. Build a more precise set of process-description terms, and check spelling and collocations so that technical details are easy to understand.

Grammatical Range and Accuracy: Band 4.5

The response attempts a few longer structures, including “it can clearly be seen that…” and a sentence describing the shoulder and pivot, but control is weak and most sentences contain errors. Examples include “the diagrame illustrate,” “the joint that makeup,” “the are several functions,” and “the pivot enable,” showing problems with agreement, verb forms and sentence construction. The phrase “allows to moving” is also grammatically faulty, and punctuation is inconsistent, with missing spaces after full stops and commas used awkwardly. These errors sometimes make the relationships between parts difficult to follow. Use shorter, complete sentences first, checking subject–verb agreement and verb patterns, then add a few accurate complex sentences to show range.

See this exact question answered at other band scores. The same prompt compared across bands.

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