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 diagram illustrates the comparison of human arm and robotic arm. The process shows the working of synthetic arm.

Overall, the arm is consists of three motors, which are controlled by a computer. Diagram also shows the techinical tools which are used in the building of artificial arm. Movement of arm comprises of various parts which coordinate with eachother. Its also contains wrist, elbow and grip same as human arm.

Moreover, the lab generated arm consists of base which is slightly moveable.Other significant parts of arm are shoulder, pivot and elbow. Gripper contains a motor which helps it in the movemnet. There are two other motors involved in the process one of them is attached with elbow part of the arm which gives the filexibility and the third motor is for the base.

Furthermore, the different parts of the arm combine and make it functional. All the parts have equal importance and the motors of gripper and base are connected.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a robotic arm and mention several relevant components, including the computer, motors, base, shoulder, pivot, elbow and gripper. However, the account only partially reports the main features: it does not explain the wrist’s role or the alternative end-effectors and their uses, and the comparison with a human arm is asserted rather than developed. Some details are inaccurate or unclear: the diagram does not say that the third motor is for the base, nor that the gripper and base motors are connected. The overview also calls the base “slightly moveable,” whereas it is usually stationary and only occasionally movable. To strengthen the response, describe the control system and the functions of the main joints accurately, then include the interchangeable tools shown.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure and uses sequencing signals such as “Overall,” “Moreover” and “Furthermore,” so the reader can recognise an attempt to organise the description. However, the progression is not consistently logical: the overview introduces tools without explaining them, and the later paragraphs move between components and general statements without a clear route through the diagram. Some links are also unclear, particularly “the third motor is for the base” and “the motors of gripper and base are connected.” Organise the report from the computer and motors down through the arm’s joints to the gripper and alternative tools. Use linking words to show those relationships rather than adding them mechanically.

Lexical Resource: Band 5.5

You use a relevant range of topic vocabulary, including “motors,” “pivot,” “shoulder,” “flexibility” and “gripper,” and terms such as “synthetic arm” show an attempt to vary expression. However, several choices are inaccurate or awkward for this diagram, including “lab generated arm,” “building of artificial arm” and “grip” where “gripper” is intended. Spelling errors such as “techinical,” “movemnet” and “filexibility” are noticeable, while “eachother” should be written as two words. These slips sometimes make the description less precise. Aim for consistent technical terms and natural collocations, for example, “robotic arm,” “components” and “the gripper’s built-in sensors regulate force.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentence forms, including “There are two other motors involved in the process one of them is attached with elbow part,” but the range is limited and these constructions are often not controlled. Errors include “the arm is consists,” “Movement of arm comprises of,” and “Its also contains,” which show problems with verb forms, articles and sentence structure. The sentence about the two motors also needs punctuation or a linking word to separate its clauses. Several sentences are understandable, but recurring errors make relationships between parts harder to follow. Practise accurate simple descriptions first, then combine them with controlled clauses using “which” or “while”; check articles, subject–verb agreement and punctuation.

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