Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-09-16

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 reveals information on 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.

Overall, there is a computer that controls the three motorst that eventually manage to move the three main parts of the machine, motor number one directly manipulate the elbow which allows the machine to give flexibility on the joint part of the machine, motor number two that are located at the base of the machine are responsible to raise and lowers the shoulder of the machine. Then lastly motor three where the gripper of the machine attached are incharged of holding the materials of interest when on operational mode.

There are three alternative end-effectors that can be used into the machine a spray paint effector that can deliver a large amount of paint, a drill that can easily be used and a welding handle mainly used in industrial places.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student covers the main features of the diagram, explaining how the computer, motors, joints, and end-effectors function together, drawing a clear parallel to the human arm. An overview is present in the introductory paragraph. However, there are some minor inaccuracies in mapping specific motors to their precise functions based on the visual data; for instance, the text claims motor number two is located at the base and raises/lowers the shoulder, whereas the diagram shows three motors connected individually to the elbow, wrist/arm, and gripper, with the shoulder and pivot situated separately near the base. Despite these slight misinterpretations of the diagram's mechanical linkages, the response successfully summarizes the core information and makes relevant comparisons. This aligns well with the Band 6 descriptor, which states that all parts of the task are addressed, though some details are slightly unclear or under-developed.

Coherence and Cohesion — Band 6.0

The response is organized into three paragraphs: an introduction, a body paragraph detailing the internal mechanisms and motors, and a final paragraph discussing the alternative end-effectors. There is a logical overall arrangement. However, cohesion is sometimes faulty or mechanical. The second paragraph consists of one extremely long, run-on sentence joined by commas and coordinating conjunctions ('...motor number one directly manipulate the elbow..., motor number two that are located..., Then lastly motor three where...'). This creates a cluttered flow and makes referencing less than clear. Paragraphing is used to separate distinct themes, but connective devices lack variety and precision. These features are characteristic of Band 6, where the overall arrangement is coherent, but cohesive devices can be faulty and referencing is occasionally unclear.

Lexical Resource — Band 6.0

The student demonstrates an adequate range of vocabulary for the task, attempting some topic-specific terminology such as 'mechanical arm', 'joints', 'end-effectors', 'sensor', and 'operational mode'. However, there are notable word choice errors and infelicities throughout the text, such as 'motorst' (spelling slip), 'directly manipulate' (instead of manipulates), and 'incharged' (instead of in charge). Furthermore, phrases like 'the machine to give flexibility on the joint part of the machine' are repetitive and imprecise. While the vocabulary is sufficient to communicate the general meaning, the frequency of lexical errors and lack of precise collocation prevent the response from achieving a higher band score. This fits the Band 6 profile, which features an adequate vocabulary range for the task alongside some inaccuracies.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, but grammatical control is weak. The second body paragraph is a major run-on sentence containing multiple clauses strung together incorrectly, leading to severe structural issues (e.g., 'motor number two that are located at the base of the machine are responsible to raise and lowers the shoulder'). There are persistent subject-verb agreement errors ('motor number one directly manipulate', 'motor two... are', 'raises and lowers') and prepositional errors ('used into the machine'). Although communication is not entirely impeded, errors in grammar and punctuation are frequent enough to detract from the reading experience. This performance matches Band 5, where attempts at complex sentences are often faulty and frequent errors cause some difficulty for the reader.

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

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