Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-09-21

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 pictorial representation shows working of mechnical arm and how the connections that make up the arm function similiar to human arm.

Overall, it is witnessed that motar is operated by mainly three parts. Moreover, alternative end- effectors can be used at the place of gripper and base of mechanical arm is usually stationary

The three motors are present in the arm those are operated by computer and motors are present at various joints . Furthermore, shoulder allows to raise and lowers arm, it is situated at the top to base which can be stationary or movable . Moreover, pivot is adjusted in the shoulder which enables arm to rotate freely and elbow allows proper functioning and flexibility to mechanical hand. Wrist is joined with the gripper as it allows gripper to rotate and gripperis the alternative end- effector. The several alternatives of gripper are spray paint, drill - holes and weld metal

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student makes a reasonable attempt to summarise the diagram illustrating the mechanical arm and its human-like joints. An overview is present, noting the stationary base and alternative end-effectors, and key features such as the pivot, shoulder, elbow, wrist, and gripper are mentioned. However, the response is relatively brief and underdeveloped in places, hovering near the 150-word threshold. Certain relationships are slightly misread or confusingly stated, such as claiming that the motors operate 'mainly three parts' or describing the computer connection inaccurately. Furthermore, the description of how the joints function in comparison to a human arm is only touched upon in the introduction and not fully integrated into the body. This places the response firmly in Band 5.5 to 6.0 territory, reflecting adequate coverage with some limitations in depth and precision.

Coherence and Cohesion — Band 6.0

The text demonstrates a coherent overall arrangement and follows a logical path from the base up through the joints to the end-effector. The writer attempts to guide the reader using cohesive devices such as 'Overall', 'Moreover', and 'Furthermore'. However, the paragraphing is weak; the response consists of an introduction followed by a very long, block-like second paragraph that crams multiple distinct ideas together. Additionally, referencing is occasionally imprecise, as seen in phrases like 'those are operated by computer and motors are present at various joints', which creates mechanical and repetitive transitions. Cohesive devices are somewhat overused and mechanical rather than flexible, justifying a Band 6.0 score.

Lexical Resource — Band 6.0

The student demonstrates an adequate vocabulary range for the task, correctly employing subject-specific terms from the diagram such as 'pivot', 'shoulder', 'elbow', 'wrist', 'gripper', and 'end-effector'. However, there are noticeable spelling errors ('mechnical' instead of mechanical, 'similiar' instead of similar, 'motar' instead of motor) and awkward word choices or collocations, such as 'raises and lowers arm' without an object pronoun, or 'spray paint, drill - holes and weld metal' instead of spray painting, drilling holes, and welding metal. While the terminology shows task awareness, the spelling slips and limited lexical flexibility prevent the response from reaching Band 6.5.

Grammatical Range and Accuracy — Band 5.0

The response includes a mix of simple and complex sentence forms, though complex structures are often prone to errors. For instance, the sentence 'Furthermore, shoulder allows to raise and lowers arm, it is situated at the top to base which can be stationary or movable' contains missing articles, incorrect verb forms ('allows to raise and lowers'), and a comma splice. Another error occurs in 'gripperis the alternative end- effector' where spacing and missing verbs disrupt the clause. While communication is not severely impeded and the reader can follow the main points, the frequency of basic grammatical errors and punctuation flaws keeps the score at Band 5.0.

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

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