Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-07
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)
The illustration displays the method of working a mechanical arm, and how joints support the function of the arm similarly to the way of how joints make up the human arm .
Overall, it is immediately apparent that it consists of three motors with different functions. In addition to that, the controller of the mechanical arm is its computer. And it made of nine different pieces, holding together to form a mechanical arm.
Namely, there is a gripper-built in sensors control force, a wrist-elbow gripper and its function is to rotate the gripper in a flexible way. Furthermore, another motor with replaces adjacent to elbow-elbows. Followed by elbow-elbows part which is responsible of its movement and flexibility.
After that, pivot-enabled arm comes and it is necessary to rotate the parts which connects to shoulder and its function is to raise and lower the arm . The last motor replaces in this area . Finally, shoulder attaches to the base and has ability to move.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to describe the mechanical arm, but it fails to clearly explain the comparison between the mechanical and human joints as requested in the prompt. While it mentions the motors and components, the description is often confusing and lacks precision. For example, phrases like 'elbow-elbows' and 'another motor with replaces adjacent to elbow-elbows' are unclear and do not accurately reflect the diagram's technical details. The summary of the main features is present, but the lack of clarity in describing the mechanical functions means the task is only partially addressed. To improve, focus on clearly identifying the specific parts and their corresponding human anatomical equivalents as shown in the visual data.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which helps the reader follow the structure. However, the progression of ideas is often disjointed. The use of cohesive devices is sometimes mechanical or misused, such as 'After that' and 'Namely', which do not always logically connect the sentences. The referencing is also problematic; for instance, 'The last motor replaces in this area' is vague and does not clearly link back to the previous information. While there is an attempt at an overview, the lack of clear logical flow between the components of the arm makes the overall progression difficult to follow at times.
Lexical Resource — Band 5.0
The vocabulary is somewhat limited and repetitive. There are several instances of awkward phrasing and word choice errors, such as 'method of working a mechanical arm' instead of 'mechanism' or 'operation', and 'gripper-built in sensors' which is grammatically unclear. The repetition of 'elbow-elbows' and the misuse of 'replaces' (e.g., 'another motor with replaces') indicate a lack of control over technical vocabulary. While the meaning is generally discernible, the lexical range is not sufficient to describe the mechanical process with the necessary precision required for an Academic Task 1 response.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors. Issues include subject-verb agreement ('it made of nine different pieces'), incorrect preposition usage, and awkward sentence construction ('the way of how joints make up the human arm'). Punctuation is also inconsistent, with unnecessary spaces before periods. While these errors do not completely prevent communication, they are frequent enough to cause some difficulty for the reader. To reach a higher band, focus on sentence structure accuracy and ensuring that complex sentences are formed correctly without missing auxiliary verbs or articles.
See this exact question answered at other band scores — the same prompt compared across bands.
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