Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-09-26

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 4.5)

The diagram outlines the stage of the mechanical arm works and how the make up arm function in the same way as those in a human arm.

In the given diagram it is elaborated how the machine works. It all started from the computer precision control of motors.The command is given from the computer and then the machone start behaving in the same manner as commanded.The machine it is a combination of different parts that are assembled togher into one piece. Each part have have its own technique to work.

Startung with the base it is usually fixed from the surface to avoid the error during the process also in some cases it movable as per the site requirement and the nature of work.

Shoulder is attched to the base plate which helps in raises and lower the arm of the machine and right nect to it pivot a rod like structure which enavles arm to rotate horizontaly.

Elbow is the part between the shoulder and the Gripper controlled by the motor. Its movement is same like a human elbow which allows movement and gives flexibility.

Wrist a straight rod like stucture which helps gripper ( part like clip of a human hand ) or alternative end effector for example (spray paint / drill holes/eld mental).

gripper is also powered by the motor it has a built in sensors to control the force.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to describe how a mechanical arm works based on the provided diagram, outlining various components such as the base, shoulder, elbow, wrist, and gripper, and comparing their functions to a human arm. However, the overview is weak, and the presentation of main features lacks a structured, academic approach. The writing resembles a list of disjointed notes rather than a cohesive report summarising visual data. Furthermore, several parts contain awkward phrasing and incomplete descriptions of how the motors and computer control systems interact with the physical joints. While the response covers several parts of the diagram, the development of ideas is limited and lacks the clear analytical overview expected in an Academic Task 1 response, placing it firmly in the lower-middle bands.

Coherence and Cohesion: Band 4.5

The response lacks a clear logical organisation and progression. The text is broken into short, fragmented paragraphs with abrupt transitions, such as 'Startung with the base' and 'Shoulder is attched'. Cohesive devices are minimal and often misused, leading to a choppy and disjointed reading experience. Paragraphing is attempted, but the internal structure of each paragraph fails to guide the reader smoothly through the different parts of the mechanical arm. Referencing and substitution are weak, as seen in repetitive sentence starters and a lack of proper linking words to connect the computer control system with the mechanical components. These organisational shortcomings restrict the score for this criterion.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, with frequent reliance on simple terms to describe complex mechanical processes. Words like 'machone', 'togher', and 'enavles' reveal spelling inaccuracies, while lexical choices such as 'clip of a human hand' demonstrate a limited range of appropriate scientific or technical vocabulary. Although the student attempts some less common terms like 'alternative end-effector' and 'built-in sensors', the high frequency of word-choice errors, incorrect collocations ('raises and lower', 'horizontalv'), and spelling mistakes impedes smooth reading and restricts the vocabulary score to a lower band.

Grammatical Range and Accuracy: Band 4.0

Grammatical control is weak throughout the response, featuring a very limited range of sentence structures. Simple sentences dominate, and attempts at complex structures often result in severe grammatical errors, missing articles, and faulty verb agreements, such as 'Each part have have its own technique to work' and 'Shoulder is attched to the base plate which helps in raises and lower the arm'. Punctuation is frequently neglected, and omitted words (such as missing auxiliary verbs and prepositions) cause noticeable difficulty for the reader. The high density of errors across both simple and complex forms prevents the response from achieving a higher grammar score.

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