Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

THE DIAGRAM ILLUSTRATE THE BREAK DOWN OF MECHANISM OF ARM WORKS IN COMPUTER WHICH FUNCTIONATE SAME AS THE HUMAN ARM.

FURTHERMORE, A COMPUTER TYPICALLY IS BASED ON PRECISION CONTROL OF MOTORS. THERE ARE THREE MOTORS ATTACHED TO THE COMPUTER.ONE MOTOR IS CONNECTED TO THE SHOULDER IN THE BASE WHICH IS STATIONARY OR OCCASIONALLY MOVABLE . THE FUNCTION OF SHOULDER IS TO RAISE OR LOWERS ARM. PIVOT IS ALSO THE PART OF BASE THAT ENABLE ARM TO ROTATE.

THE NEXT MOTOR IS LOCATED IN ELBOW ,THE PART WHICH ALLOWS MOVEMENT AND PROVIDE FLEXIBILITY.THE FINAL AND LAST MOTOR IS IN THE GRIPPER THAT FUNCTION TO BUILT IN SENSORS CONTROL FORCE.

THE PART KHOWN AS WRIST IS LOCATED IN BETWEEN ELBOW AND GRIPPER WHICH FUNCTION IS TO ALLOW GRIPPER TO ROTATE OR FLEX.

WHEREAS, ALTERNATIVE END EFFECTORS INCLUDE SPRAY PAINTS, DRILL HOLES, WELD METAL.

TO ENCAPSULATED THE GIVEN POINT, THE ALTERNATIVE METHOD IS VERY DEVASTING AND HARD TO THOSE OF COMPUTER BASED ARM WORK.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to describe the main features of the mechanical arm and its components, the information is presented in a somewhat disjointed and limited manner. Some details are inadequately explained or misreported, such as the statement that 'the final and last motor is in the gripper that function to built in sensors control force,' which misinterprets how the motors and sensors interact based on the diagram. Additionally, the overview and conclusion are underdeveloped and contain confusing phrasing, such as 'the alternative method is very devastating and hard,' which does not accurately reflect the visual data provided. To achieve a higher band, the writer would need to fully develop all parts of the visual information, provide a clearer overview of how the mechanical arm functions as a system, and ensure all reported details closely align with the source diagram without introducing inaccurate claims.

Coherence and Cohesion: Band 5.0

The response demonstrates some organisation, but there is no clear overall progression of ideas. Although the writer attempts to group information by discussing the base, motors, and joints sequentially, the transition between ideas feels abrupt and mechanical. Paragraphing is attempted, but the placement and logical flow require improvement; for instance, sentences are clustered into block paragraphs that mix distinct concepts, like combining the shoulder and pivot descriptions with the stationarity of the base. Furthermore, cohesive devices are basic, repetitive, or inaccurate, such as starting paragraphs with 'FURTHERMORE' or using connectors like 'WHEREAS' and 'TO ENCAPSULATED' incorrectly. Referencing is occasionally unclear, making it difficult for the reader to follow the spatial relationships between the computer, motors, and physical arm parts. To progress, the writer must establish a clearer logical structure from introduction to conclusion, use cohesive devices more naturally, and manage paragraphing with greater precision.

Lexical Resource: Band 5.0

The lexical range used in this response is limited, though minimally adequate for the task. The student attempts to use some less common vocabulary related to the diagram, such as 'stationary,' 'occasionally movable,' 'flexibility,' and 'end effectors,' but these are accompanied by noticeable errors in word choice, collocation, and word formation. For example, phrases like 'the break down of mechanism of arm works' and 'functionate same as' show awkward word formation and misuse of parts of speech. There are also issues with basic lexical control, such as 'THE PART KHOWN AS WRIST,' which contains a spelling error, and 'TO ENCAPSULATED,' which uses the incorrect verb form. These lexical slips and inaccuracies sometimes cause difficulty for the reader. To reach a higher band, the writer should expand their vocabulary range, ensure correct word forms and spellings, and select precise terminology that accurately describes mechanical and technical processes.

Grammatical Range and Accuracy: Band 4.5

The response displays a very limited range of grammatical structures, relying heavily on simple sentences and direct, repetitive subject-verb patterns. Attempts at more complex sentences are frequently faulty, leading to frequent errors that can cause difficulty for the reader. There are persistent issues with subject-verb agreement, such as 'THE DIAGRAM ILLUSTRATE' instead of illustrates, and missing or incorrect auxiliary verbs, as seen in 'which function is to allow' or 'that function to built in sensors control force.' Articles and prepositions are also frequently misused or omitted throughout the text, for example, 'located in elbow' instead of 'in the elbow.' Punctuation is basic, and sentence boundaries are sometimes obscured by awkward clauses. To improve, the writer needs to incorporate a wider variety of complex grammatical structures while significantly reducing basic errors in verb forms, article usage, and clause construction to ensure clearer communication.

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

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