Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-09-14

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 figure gives information about the way works a superficial arm and the resemblance of its composants and their functioning to a real human arm. It also shows different tools that can be used instead of the gripper.

Overall, the mechanical arm is similar to the real one, and have: wrists, elbows and shoulders. These parts are controlled by three motors, which are connected to a computer.

At the bottom of the arm, there is a base, which is usually stationary but can sometimes be moved. A pivot allows the whole arm to rotate. Above the base, the shoulder can raise and lower the arm. The first motor controls this movement. The elbow is located further along the arm and allows it to bend and move more easily. This part is controlled by another motor.

At the end of the arm, there is a wrist, which allows the gripper to move and rotate. The third motor controls this part. The gripper has built-in sensors that control the amount of force used to hold an object. It can also be replaced by other tools, such as a spray-painting tool, a drill or equipment for welding metal.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully addresses all parts of the prompt by summarising the main features of the mechanical arm and making relevant comparisons to a human arm. The overview accurately captures the structural similarities (wrists, elbows, shoulders) and mentions the alternative end-effectors as requested by the visual data. Key stages and components—such as the base, pivot, shoulder, motors, and gripper with built-in sensors—are logically reported without significant omission or misinterpretation. The selection of data is appropriate and well-grounded in the diagram, meeting the requirements for a Band 7.0.

Coherence and Cohesion — Band 6.5

The response is logically organised with a clear overall progression. It begins with an introductory paragraph outlining the core functions and similarities, moves through the base and lower mechanisms, and concludes with the upper arm, wrist, and alternative tools. Paragraphing is used appropriately to separate distinct sections of the diagram. Cohesive devices such as 'Overall', 'At the bottom of the arm', and 'At the end of the arm' guide the reader smoothly through the spatial arrangement, although referencing and linking could occasionally be more sophisticated to reach a higher band.

Lexical Resource — Band 5.5

The student demonstrates an adequate to good range of vocabulary suited to describing a technical diagram, using terms such as 'stationary', 'pivot', 'rotate', and 'end-effectors'. However, there are some awkward lexical choices and phrasing, notably 'superficial arm' instead of 'mechanical arm' in the opening sentence, and 'have' instead of 'has'. Less common items are attempted with some awareness of collocation, but minor word-choice errors prevent the score from reaching the Band 7 range.

Grammatical Range and Accuracy — Band 5.5

The response features a mix of simple and complex sentence forms, with generally good control over basic structures. There are, however, notable grammatical errors, particularly in the opening sentence ('the way works a superficial arm' and 'resemblance of its composants'). Additionally, subject-verb agreement is flawed in the second paragraph ('the mechanical arm... and have'). While these errors do not impede communication, their frequency places the grammar score firmly in the Band 6 category.

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

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