Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-03

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 illustrates, the function of ,showing how the mechanical arm works in the same way as those in a human arm.

overall, the mechanical arm works has several joints like contol of motors ,which helps them to gives flexibility and the gipper to control force .

firstly , there is a computer precision which control the three doifferent motors,

first motor make the base which is usually stationary, or ocassionally movable which raises or lower arms of shoulder it pivot which enables arm to rotate,second motor helps their and allows movement and gives flexibility .

the third motor ,has gipper which is made to bild the sensor to control the force of machine and their wrist also aalows to flex or rotate . similarly , we can attach the gun, or a spray paint or a drill or weld metal attached them and helps them to contol and amke work faster

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response only partially addresses the task and falls short of the 150-word minimum, containing 142 words with 10 words copied directly from the prompt. While the student attempts to summarise how the mechanical arm works and mentions key components such as the computer, motors, base, and gripper, the information is presented in a fragmented and under-developed manner. Key relationships, such as how the shoulder raises and lowers the arm or how the pivot enables rotation, are confused and conflated within single sentences. The overview provided in the second paragraph is weak and lacks clarity, failing to clearly outline the main features of the diagram as a whole.

Coherence and Cohesion: Band 4.5

There is some basic organization with an introductory sentence and paragraph breaks, but the response lacks clear overall progression. Paragraphing is irregular, and ideas are jumbled together without logical sequencing. Cohesive devices are either inadequate, inaccurate, or overused, such as the repetitive use of comma splices and poorly placed conjunctions. Referencing between pronouns and their antecedents is frequently unclear, making it difficult for the reader to follow which component is being described. The flow is disrupted by frequent abrupt shifts and missing transitions between the description of the motors, joints, and alternative end-effectors.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. The student attempts to use less common terms from the diagram such as 'stationary', 'movable', 'flexibility', and 'end-effectors', but these are accompanied by noticeable errors in word choice, word form, and spelling, such as 'contol', 'doifferent', 'gipper', 'bild', and 'aalows'. These lexical inaccuracies and spelling slips cause some difficulty for the reader and impede smooth communication. The range of vocabulary remains restricted mostly to copied or literal terms from the visual prompt without demonstrating a flexible or precise command of paraphrasing.

Grammatical Range and Accuracy: Band 4.5

The response displays a very limited range of structures, relying heavily on simple sentences or attempted complex sentences that are frequently faulty. There are frequent errors in grammar, punctuation, and word order that cause difficulty for the reader. Examples include missing articles ('arms of shoulder it pivot'), incorrect verb forms ('first motor make the base', 'which is made to bild'), and poor clause integration ('the third motor ,has gipper which is made to bild the sensor'). Punctuation is particularly weak, featuring random comma placement before verbs and conjunctions, which disrupts sentence boundaries and grammatical coherence.

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