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 illustrates the internal mechanism of a mechanical arm and compares the working of the joints that make arm functions in the exact way as the human arm.

Overall, the whole mechanical arm is technically controlled by a computer. Three motors are assembled in the joints of the arm, which is precisely controlled by computer.

There are total 6 parts, that makes up a mechanical arm. A base is either usually stationary or occasionally movable, on which a shoulder attaches that move arm, up and down with the help of a motor in it. A pivot is a point which enables arm to rotate. Subsequently, an elbow is placed that allows movement and gives flexibility with the aid of second motor. A wrist is interconnected to gripper and elbow, which allows gripper to rotate. Finally, the last part of the arm is gripper, which have built-in sensors control force.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to summarize the diagram detailing the mechanical arm and its human-like joints, successfully highlighting main features such as the computer control, the base, shoulder, pivot, elbow, wrist, and gripper, as well as alternative end-effectors implied by the visual data. However, the coverage remains somewhat limited and mechanical. The information is presented largely as a list of parts rather than fully synthesized comparisons or well-developed overviews. While an overview is provided in the second paragraph, the ideas lack sufficient extension. To achieve a higher band, the response needs to provide a more thorough, well-developed report that fully synthesizes the relationships between the computer, motors, and joints without relying heavily on mechanical listing.

Coherence and Cohesion: Band 5.5

The text presents a coherent overall arrangement and attempts logical sequencing by moving from general computer control down through the structural components of the arm to the gripper. Paragraphing is utilized, separating the introduction, overall summary, and body details. However, the cohesion between sentences is sometimes mechanical or repetitive, and referencing is occasionally unclear, such as awkward transitions between parts. Cohesive devices are used in a basic manner (e.g., 'There are total 6 parts', 'Subsequently', 'Finally'). Progression is evident but feels disjointed due to abrupt shifts from one joint to the next. To improve, the writer should employ a wider and more flexible range of cohesive devices and ensure smoother logical transitions that clearly guide the reader through the structural hierarchy of the diagram.

Lexical Resource: Band 5.5

The vocabulary used is minimally adequate for the task, successfully incorporating topic-specific terms directly from the diagram such as 'mechanical arm', 'computer', 'motors', 'joints', 'base', 'shoulder', 'pivot', 'elbow', 'wrist', and 'gripper'. However, the range is limited, and there are noticeable errors in word choice, collocation, and phrasing, such as 'There are total 6 parts, that makes up a mechanical arm' and 'a shoulder attaches that move arm, up and down'. Attempts at less common vocabulary are sparse and occasionally awkward. To move up to a higher band, the writer must expand their lexical repertoire, utilizing more precise synonyms and natural phrasing while minimizing word-choice errors that hint at a restricted vocabulary.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a limited range of sentence structures, relying heavily on simple sentences alongside a few basic attempts at complex forms. Frequent grammatical errors occur throughout the text, including issues with subject-verb agreement (e.g., 'built-in sensors control force' instead of 'controllers' or 'which control'), articles (e.g., 'makes arm functions', 'attaches that move arm'), and punctuation (unnecessary commas disrupting flow like 'parts, that makes up'). These errors can occasionally cause some difficulty for the reader. To achieve a higher score, the writer needs to increase the variety of error-free complex sentences, demonstrating better control over grammatical patterns, verb forms, and punctuation.

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

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