Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-06

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 provides information us about the mechanism of a mechanical arm works, and the joints that completes the arm function as in human arm.

Overall, computer are key part while building a robotic arm. Computer controls the 3 main motor of an robotic arm that contributes in its movement. These motors are placed at shoulder, elbow and gripper and perform specific task. Sensors are placed at gripper to control force of grip and when all these parts are joined it results in robotic arm that mimic human arm.

The first process while constructing a robotic arm is placing base that is usually stationary and can be occasionally moved when needed. Then, the 3 motors are connected with computer to control motors. First motor is placed at shoulder that help raises and lowering arm along with pivot which enables arms rotation. Second motor is then installed in eblow inorder to allow move and give flexibility to arm.

Furthermore, wrist is placed at the end of elbow which contributes in gripper (or other end-effector) to flex or rotate. Moreover, third motor is attached in gripper that has a built-in sensors which controls force while grapping object. Thats how a robotic arm is made that functions in the same as way our human arm. Through this same method with some alteration spray paint/dill holes and weild metal can be made.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially by attempting to describe how the mechanical arm works, but the selection and presentation of main features are limited and underdeveloped. While the writer identifies key components like the computer, motors, and joints, the summary lacks clarity regarding the overall process and structural relationships shown in the diagram. There is a tendency to present isolated details rather than a fully integrated overview of how the system functions. To move to a higher band, the response would need to present a clearer, more extended overview and fully report all key features and comparisons with greater precision and logical flow.

Coherence and Cohesion: Band 5.5

There is some organisation present in the text, with an attempt to separate the introduction, body details, and concluding remarks into paragraphs. However, there is no clear overall progression, and the logical links between sentences and ideas are sometimes mechanical or faulty, such as in phrases like 'The first process while constructing...' and 'Then, the 3 motors are connected...'. Referencing is also unclear in places, making it difficult to follow the sequence of how the parts interact. To achieve a higher score, the writer must ensure a more fluid logical progression and use cohesive devices more accurately and naturally throughout the text.

Lexical Resource: Band 5.5

The lexical range is limited but minimally adequate for the task, with noticeable word choice and collocation errors that occasionally cause difficulty for the reader. The student attempts less common vocabulary, such as 'end-effector' and 'stationary', but misuses several terms or word forms, such as 'completes the arm function', 'grapping object', and 'dill holes' instead of drill holes. Spelling errors and awkward phrasing, like 'Thats how a robotic arm is made that functions in the same as way', detract from the quality. A higher band requires a wider, more precise range of vocabulary with accurate word formation, spelling, and collocation control.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a limited range of grammatical structures, relying heavily on simple sentences and basic combinations. Attempts at complex sentences are often faulty, featuring frequent errors in grammar and punctuation. Examples of errors include subject-verb agreement issues ('computer are key part'), missing articles ('placing base', 'in eblow'), and incorrect prepositional usage ('helps raises and lowering arm'). These frequent errors can cause difficulty for the reader. To progress, the writer needs to produce a greater variety of complex structures with improved accuracy across verb forms, articles, and sentence boundaries.

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

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