Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-05

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 digram shows the informantion about the how a mechanical arm work as well as the joints that make uo the arm function.

Hence, it becomw evident that all the steps are important skipping any step may halt the whole process.

On analysing the data, it can clearly seen that the compurter have a control of motors which have three types of motor in it and on top of this pivot enables arm to rotate which help the shoulder which is lowers arm. Moreover, first motor it joint to arm is base usually stationary. Further, 2nd motor is in elbow which aloows movement as well as give the flexibillity.

Moving further, it become lucid that 3rd motor helps gripper built in sensors control force and wrist which allows gripper or alternative end effectore to flex and roter.Nextly,human help to add and joint the alternative end effectors moreover spary paint and drill holes with machine as well as weld metal to thw control of the motors.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the prompt by describing the mechanical arm diagram, but it only partially covers the visual information. The student mentions the computer, motors, and joints such as the pivot, shoulder, elbow, and wrist, along with alternative end-effectors. However, the explanation is frequently confused and difficult to follow, making the overall presentation minimal and unclear. For instance, stating that 'skipping any step may halt the whole process' is extraneous commentary that does not reflect the diagram's factual content. To improve, the student needs to systematically select and report the main features of the diagram clearly without introducing irrelevant personal assertions or distorted descriptions of how the components link together.

Coherence and Cohesion: Band 4.5

There is some basic attempt at organisation, but the text lacks a clear overall progression. The response is presented as a single dense block of text with inappropriate and abrupt paragraphing transitions, such as starting with 'Hence, it becomw evident...'. Cohesive devices are used awkwardly or inaccurately, such as 'On analysing the data, it can clearly seen that...' and 'Moving further, it become lucid that...'. Referencing is also frequently unclear, creating confusion about which motor or joint is being discussed. To reach a higher level, the writer must ensure logical sequencing between sentences, use cohesive devices more naturally, and separate ideas into distinct, well-structured paragraphs representing an introduction, overview, and detailed body sections.

Lexical Resource: Band 5.0

The vocabulary used is limited and contains frequent errors in word choice, word form, and spelling that occasionally impede communication. Examples of non-standard forms and typos throughout the text include 'digram', 'informantion', 'becomw', 'compurter', 'aloows', 'flexibillity', 'effectore', 'roter', 'spary', and 'thw'. The student attempts some less common technical vocabulary from the prompt such as 'precision control', 'alternative end-effectors', and 'sensors', but these are often misused grammatically or contextually, as seen in 'alternative end effectore to flex and roter'. To improve, the student must expand their active vocabulary, pay closer attention to exact spelling, and ensure that words are used in appropriate collocations and grammatical forms.

Grammatical Range and Accuracy: Band 5.0

The writer relies on a very limited range of sentence structures, and attempts at complex sentences are frequently faulty. There are frequent grammatical errors involving verb forms, subject-verb agreement, articles, and prepositions. Examples include 'the compurter have a control of motors', 'which have three types of motor in it', 'shoulder which is lowers arm', 'first motor it joint to arm', and 'weld metal to thw control of the motors'. These errors cause noticeable difficulty for the reader in parsing the intended meaning. To improve, the student needs to focus on fundamental sentence construction, ensuring correct auxiliary verbs, accurate prepositions, and proper subject-verb agreement throughout every sentence.

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