Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-08-21

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 displays how a mechanical arm works, and how the joints that make up the arm function in a way that mimics those in a human arm.

The mechanical arm is made up of several parts, including a base, pivot, shoulder, elbow, wrist, and gripper. While the base is usually stationary and is only occasionally movable, the other parts allow movement and flexibility. Specifically, the shoulder raises and lowers the arm while the pivot enables the arm to rotate, the elbow gives flexibility to the arm, and the wrist allows the gripper to flex or rotate. Additionally, the gripper has built-in sensors that control force.

The machine works by using computer controlled motors in the gripper, elbow, and shoulder to create mobility.

There are also alternative end-effectors besides the gripper. For example, end -effectors that spray paint, drill holes, and weld metal can connect to the mechanical arm and be used as well.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response addresses the prompt by describing the mechanical arm's components and their functions. However, the task specifically asks to report on how the joints function in the same way as human joints. While you mention the arm 'mimics' human joints, you do not explicitly compare the specific mechanical parts to their human counterparts (e.g., the pivot as a shoulder joint, the elbow as a hinge). The description is somewhat list-like and lacks a cohesive synthesis of the 'main features' as a system. To improve, ensure you explicitly link the mechanical components to the human anatomy as requested by the prompt, rather than just listing the parts.

Coherence and Cohesion — Band 6.0

The essay is logically organized into paragraphs, with an introduction, body paragraphs for components and functions, and a concluding point about end-effectors. You use some cohesive devices such as 'Specifically,' 'Additionally,' and 'For example,' which help the flow. However, the transition between the description of the arm's movement and the mention of alternative end-effectors is abrupt. The paragraphing is functional, but the overall progression could be smoother if you integrated the end-effectors more naturally into the discussion of the arm's versatility rather than treating them as a separate, disconnected point.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using technical terms like 'end-effectors,' 'stationary,' and 'mobility' correctly. However, the vocabulary is somewhat repetitive, particularly the frequent use of 'arm' and 'parts.' To reach a higher band, you should incorporate more precise synonyms or descriptive language to avoid repetition. For instance, instead of saying 'the other parts allow movement,' you could use 'the remaining components facilitate articulation.' The word choice is generally accurate and does not impede communication, but it lacks the sophistication required for higher bands.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. Most sentences are grammatically accurate, and punctuation is generally handled well. There are no major errors that impede understanding. However, the range of structures is somewhat limited; you rely heavily on 'The [subject] is [verb]' or 'The [subject] [verb]' patterns. To improve, try to incorporate more varied sentence beginnings and complex structures, such as using participle clauses (e.g., 'Functioning similarly to a human limb, the mechanical arm...') or passive voice constructions to describe the technical processes more formally.

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

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