Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-01

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 5.5)

The arm given in the diagram works with the help of different machinery parts which are connected with the arm directly and indirectly. The arm runs on three motors which further are controled by a computer. However the arm only is not running on motors there are several parts helping this process to continue the functioning. For the stability and the ocasional movement of the structure there is a base at the bottom of the arm which is holding the stability and controls the movements of arm. Above the base there rises a pivot which enables the rotation of arm which further leads to an elbow which gives flexibility to the movements which is connected with the wrist and gripper. Moreover the wrist is the center part between gripper and elbow which allows gripper to rotate or to flex. Then comes the gripper which js the main part of the entire structure to perform functioning. Gripper is a built in sensor control force working as human arm. We saw three motors one of them is connected to the shoulder other one is connected to elbow and last one is connected to the gripper. Now this complete mechanism supports several functions such as spray paint, drill holes and weld metals.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, attempting to describe how the mechanical arm works, but the selection of features is somewhat mechanical and lacks a clear, overarching overview. While the writer mentions the base, pivot, motors, elbow, wrist, and gripper, the information is presented in a dense, linear fashion without clear grouping or comparison. Furthermore, some parts of the text are repetitive, such as discussing the motors in multiple places ('We saw three motors...'). To move to a higher band, the writer needs to provide a clear summary overview at the beginning or end and logically select and report the main functional features without wandering into conversational phrasing like 'We saw'.

Coherence and Cohesion: Band 5.0

The response exhibits some organisation, but lacks a clear overall progression. The text is written as a single dense paragraph, failing to use paragraphing effectively to structure the different sections of the diagram (such as the base/support structures versus the moving joints and end-effectors). Cohesive devices are basic and sometimes repetitive ('which further', 'which is', 'and then'), leading to mechanical transitions rather than smooth logical flow. Referencing is occasionally unclear, as seen in phrases like 'the arm only is not running on motors'. To improve, the writer should divide the response into logical paragraphs and vary cohesive devices to show a clearer relationship between the mechanical components.

Lexical Resource: Band 5.5

The vocabulary used is limited and minimally adequate for the task. The writer relies on basic terms and repeats words like 'arm', 'motors', and 'gripper' frequently. There are noticeable lexical errors and awkward word choices, such as 'machinery parts' instead of mechanical components, 'ocasional' (spelling error), and 'js' (typographical error). Phrases like 'holding the stability' lack natural collocation. To achieve a higher band, the writer should incorporate a wider range of less common vocabulary relevant to technical processes, such as 'actuators', 'components', 'articulation', and 'configuration', while paying closer attention to word formation and spelling.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a limited range of grammatical structures, relying heavily on relative clauses introduced by 'which' (e.g., 'which are connected', 'which further leads', 'which gives'). Attempts at more complex sentences often result in run-on structures or awkward phrasing, such as 'However the arm only is not running on motors there are several parts helping this process to continue the functioning.' There are frequent errors in punctuation, missing commas, and prepositional usage, which can cause difficulty for the reader. To progress, the writer needs to incorporate a wider variety of grammatical structures, such as participial phrases or passive constructions, and improve sentence boundary control and punctuation accuracy.

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

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