Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-02

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 diagram given below depicts how a mechanical arm works with clear illustration of each component and what's the purpose of each component. The picture consists of one computer from which the mechanical hand is controlled, and three motors, each has handles a segment of the hand. A mechanical arm with each part is mapped and named, at last alternate was to use a mechanical arm.

To illustrate further, it begins with the computer, which is connected to three motors. The motor on the left side controls the shoulder of the mechanical hand, which is used to raise and lower the mechanical hand. The motor in the middle performs the duties of a elbow, as our elbow is used for movement and flexibility of our hand, it mimics the same. Last but not the least the motor on the right is connected to a gripper, it controls the force and helps the hand to hold things , it also has sensors to sense the objects. At last the right side of the picture shows the multiple applications of the mechanical hand and its alternative end-effectors.

To conclude, the picture shows how the mechanical hand works and how each element in it works as one single device and performs just like a human hand

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response addresses the task only partially, resulting in a lower band score. While the student attempts to describe the main features of the mechanical arm diagram, the report suffers from inaccurate reporting and under-developed explanations of the components. For instance, the text claims that the motor on the left controls the shoulder and that the middle motor acts as an elbow, which misinterprets the structural relationships shown in the diagram. Furthermore, the overview provided in the conclusion is overly simplistic and fails to adequately summarise the main features, such as the base, pivot, and alternative end-effectors like spray painting and welding. To reach a higher level, the student must carefully study the visual data to report the functional parts accurately and provide a more comprehensive summary of the entire process rather than relying on vague descriptions.

Coherence and Cohesion: Band 5.5

There is some organisation in the response, featuring an introduction, a body paragraph describing the components, and a concluding remark, but overall progression is lacking. The logical flow is hindered by awkward transitions and mechanical use of cohesive devices, such as 'To illustrate further' and 'Last but not the least'. Paragraphing is attempted, but the internal grouping of ideas within the body paragraph is disorganised, jumping abruptly from motors and joints to alternative end-effectors without a clear structural sequence. To improve coherence, the student should ensure that each paragraph has a distinct focus and that cohesive ties are used more naturally to guide the reader smoothly from one part of the diagram to the next.

Lexical Resource: Band 5.5

The lexical range used in this response is limited, containing noticeable errors that occasionally impede communication or reflect unnatural phrasing. The student relies heavily on basic vocabulary and repetitive structures, such as repeating 'component' and 'hand' excessively. There are also inappropriate word choices and collocations, including 'each has handles a segment' and 'alternate was to use', which demonstrate a lack of precision. Less common lexical items are attempted but misused. To achieve a higher score, the student should incorporate a wider variety of precise technical terms related to mechanical processes and mechanisms, ensuring correct word forms and word choices are applied consistently throughout the text.

Grammatical Range and Accuracy: Band 5.5

The writing displays a limited range of grammatical structures, with frequent errors that cause difficulty for the reader. The student attempts complex sentences, but these are often faulty, featuring issues such as subject-verb agreement errors ('each has handles'), missing articles ('a elbow'), and run-on structures. Punctuation is also inconsistently handled, with double spaces and awkward clause separations present. To progress, the student needs to focus on mastering basic sentence construction, ensuring that verbs agree with their subjects, articles are used correctly before vowel-starting nouns, and complex sentences are formed accurately without grammatical breakdowns.

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

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