Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-08-02

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 6.0)

The diagram below represents how a mechanical arm works and the joints that help the arm function.

The overall interpretation of this diagram is that the mechanical arm is made up of several components that enable it to function.

The mechanical arm is made up of three motors; their function includes: motor 1 enables movement of the electronic arm, motor 2 is controlled by the computer system, which coordinates the speed and accuracy of the electronic arm, and motor 3 has a sensor that helps the arm to grip the object.

Other alternatives to the electronic arm include: an electronic screwdriver, a welding solder, which involves trained personnel, and an electronic glue applicator. The use of an electronic arm is more useful than that of the alternatives because it is faster, more accurate, and proves to have fewer errors. Alternatives can be used, but it does not provide the accuracy of a mechanical arm, and that is where the problem lies because an electronic arm can be more expensive than the alternatives.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to address the core requirement of the task, which is to describe the mechanical arm and compare its joints to those of a human arm. Instead, the student introduces external information about alternative tools (screwdrivers, glue applicators) that is not present in the provided diagram. By focusing on these irrelevant comparisons rather than the structural function of the arm's joints, the response misses the main features of the prompt. While the description of the motors is relevant, the overall focus is misaligned with the visual data provided, leading to a significant under-development of the actual task requirements.

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, which helps the reader follow the structure. However, the logical progression is hindered by the inclusion of irrelevant information. Cohesive devices are used, such as 'The overall interpretation' and 'Other alternatives', but they are sometimes used to connect ideas that do not belong in the summary. The referencing is generally clear, but the flow between the description of the motors and the discussion of alternative tools is disjointed, making the overall argument feel somewhat mechanical and disconnected from the visual prompt.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks the precision required for a higher band. Terms like 'electronic arm' are repeated frequently, and the description of the components is somewhat simplistic. There is an attempt to use specific terminology, such as 'coordinates' and 'accuracy', but the range is limited. The student relies on basic phrasing to describe the functions, which prevents a more sophisticated analysis of the mechanical processes shown in the diagram. More precise technical vocabulary would improve the quality of the response.

Grammatical Range and Accuracy — Band 6.5

The response uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical issues, such as the awkward phrasing in 'the use of an electronic arm is more useful than that of the alternatives' and the run-on structure in the final sentence. Punctuation is mostly functional, but there are minor errors in sentence construction that occasionally impede the flow. The control of grammar is sufficient for basic communication but lacks the flexibility and error-free nature expected at higher levels.

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