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 shows the working of mechanical arm and functioning of each joint that make it similar to human arm.

The mechanical arm consists of three motors operated through computer to achieve precisioon control so that it can functions as a joints.Starting from proximal to distal first motor act as shoulder joint to raises and lowers arms attached to base mostly stationary but it can be moved occasionally and a pivot that enables the arm to do rotations.Second motor that allows movement and flexibility is the Elbow joint. The distal segment is the gripper that help to perform flexion and rotation at wrist and also has built-in sensors to control force.

These motors function together to perform complex activity and act as alternative end-effectors such as spray paint, drill holes or weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task partially, as it attempts to describe the mechanical arm diagram but falls short of the minimum 150-word requirement, containing only 133 words. While the candidate identifies key components such as the motors, base, pivot, shoulder, elbow, and gripper, the information is somewhat condensed and lacks full development. Important comparative elements and the functional relationships between the control computer and the joints are only superficially outlined. To reach a higher level, the writer needs to expand on the features shown in the diagram more thoroughly, ensure the word count requirement is met, and present a more fully elaborated overview of how the mechanical system mirrors a human arm.

Coherence and Cohesion: Band 5.5

There is some basic organisation in the text, moving generally from proximal to distal components, but the response suffers from a lack of clear overall progression and poor paragraphing. The entire response is squeezed into just two short paragraphs, which hinders the logical flow of ideas. Cohesive devices are minimal and sometimes mechanical, leading to abrupt transitions between sentences, such as jumping from the shoulder joint directly to the second motor and elbow. Referencing is occasionally unclear, making it harder for the reader to follow the exact sequence of mechanisms. To improve, the writer should structure the response into a clear introduction, overview, and distinct body paragraphs, while using a wider and more accurate variety of cohesive devices to connect the anatomical and mechanical features smoothly.

Lexical Resource: Band 6.0

The lexical range is adequate for the task, successfully incorporating subject-specific vocabulary related to the diagram such as 'proximal', 'distal', 'flexion', 'rotation', and 'end-effectors'. However, there are noticeable vocabulary and spelling errors, such as 'precisioon', 'functions' instead of 'function', and awkward phrasing like 'act as shoulder joint to raises and lowers arms'. Less common vocabulary is attempted, but inaccuracies in word form and collocation occasionally impede smooth communication. To achieve a higher score, the writer must expand lexical precision, ensure correct word forms, and eliminate spelling mistakes while demonstrating more natural collocation when describing technical processes.

Grammatical Range and Accuracy: Band 5.5

The writer demonstrates a limited range of sentence structures, relying heavily on simple constructions alongside some faulty attempts at complex sentences. There are frequent grammatical errors throughout the text, including missing articles ('working of mechanical arm', 'as shoulder joint'), incorrect verb forms ('motor act as', 'to raises and lowers'), and subject-verb agreement issues. These errors can cause occasional difficulty for the reader. To improve grammatical performance, the student needs to focus on mastering basic agreement rules, article usage, and accurate verb inflections while incorporating a wider variety of error-free complex sentence structures.

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

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