Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-27

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)

This diagram illustrate the how a mechanical arm works. The mechanical arm is controlled by the computer. There are three motor that are assigned to allow movement in the arm. these motors gets commands from the computer. After receiving those commands, the motor controls the movement of the mechanical arm. First is the base, which is stationary and is used to place the mechanical arm in different places. Then comes the shoulder that raise and lower the arm. Pivot that enables the arm to move in all direction. An elbow that allows it to move. The wrist allow the gripper of mechanical arm to flex. Then there gripper which is responsible to hold the object by exerting force.

All those alternative end-effectors spray paint, drill, welding metal machines, they all can now be handles by this mechanical arm and it'll be goof industries. These machines can lower down the labor work that cost much to the industries.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student attempts to describe the diagram showing how a mechanical arm works, identifying the central computer control, the motors, and components from the base up to the gripper, as well as the alternative end-effectors. However, the summary lacks a proper overview of the mechanism's overall structure or functioning. Furthermore, the inclusion of personal commentary at the end ('it'll be goof industries' and discussing labor costs) is inappropriate for an academic task, which requires a purely objective summary without speculation or outside opinion. The description is somewhat fragmented and misses several mechanical relationships shown in the visual data. Consequently, the response meets the criteria for Band 5.0.

Coherence and Cohesion: Band 5.0

The response is organized into two brief paragraphs, attempting a sequential description starting from the computer and motors down to the base and upward through the joints. However, logical progression is weak, and cohesive devices are inadequate or misused (e.g., 'First is the base... Then comes the shoulder... Pivot that enables...'). The sentences often feel disjointed and list-like, lacking smooth transitions. Paragraphing is also poorly handled, with the second paragraph mixing descriptions of end-effectors with speculative economic commentary. Referencing is sometimes unclear, resulting in a score of 5.0 for this criterion.

Lexical Resource: Band 5.0

The student demonstrates a basic vocabulary relevant to the diagram, using terms such as 'mechanical arm', 'computer', 'motor', 'base', 'shoulder', 'pivot', 'elbow', 'wrist', and 'gripper'. However, the range is quite limited and repetitive. There are noticeable word choice and spelling errors, such as 'illustrate' instead of 'illustrates', 'motor' instead of 'motors', 'handles' instead of 'handled', and 'goof' instead of 'good'. These errors and the restricted vocabulary fit the Band 5.0 descriptor profile.

Grammatical Range and Accuracy: Band 5.0

The student attempts a mix of simple and some complex sentence structures, but control is weak. There are frequent grammatical errors throughout the text, including subject-verb agreement issues ('There are three motor', 'the motor controls', 'the shoulder that raise'), missing articles ('Then comes the shoulder', 'Pivot that enables'), and fragments ('Pivot that enables the arm to move in all direction.', 'An elbow that allows it to move.'). Punctuation and phrasing errors are prominent. These frequent errors cause some difficulty for the reader and align with a Band 5.0 score.

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