Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-07

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 4.5)

The given diagram illustrates the procedure of mechanical arm.

Overall, it is a lengthy process and needs to be done carefully. If any step is missed , the whole procedure would be tialted.

It can be vivdely seen that it's all joints are made by human. In the subseqent stage, motor controlled by computer. In the next stage , three motors were fitited , it was fitted in one end where it alows the movement like elbow, other fitted in the base on the shoulder lowers arm , one was built as a griper which was build to sensors control force .

In the following stage, wrist of gripper allows to rotate and pivot helps to enables arm to rotate. In the last stage , worker spray the paint the metal alternative end-effectors.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant components, including the computer, three motors, elbow, wrist, pivot, gripper and alternative end-effectors. However, the response only minimally describes how these parts work together, and some relationships are unclear or inaccurate: for example, you say one motor is “fitted in the base on the shoulder,” whereas the diagram shows the base supporting the arm, with the shoulder raising and lowering it. The overview that this is a “lengthy process” and must be done carefully is not supported by the diagram, which explains a mechanical system rather than a sequence requiring careful steps. The final use of alternative tools is also unclear. The response is 17 words below the required minimum. To improve, give a factual overview and explain the arm’s main functions and interchangeable end-effectors more clearly.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the description through phrases such as “Overall,” “In the next stage” and “In the last stage,” so the reader can recognise an intended sequence. However, the diagram is mainly a labelled system, not a process with distinct stages, and this stage-by-stage framing does not create a clear progression. Several ideas are crowded into one sentence, particularly the description of the three motors, making the connections between components difficult to follow. The paragraphing is also limited, with no clear separation between an overview and the detailed description. Organise the response into an overview followed by a logical account of the computer, arm joints and end-effectors, using clear links between related parts.

Lexical Resource: Band 5.0

You use some relevant technical vocabulary, including “motor,” “elbow,” “wrist,” “pivot” and “sensors,” which helps identify parts of the diagram. However, the range is limited and several spelling or word-choice errors make the description harder to understand, such as “tialted,” “vivdely,” “subseqent,” “fitited” and “griper.” Some phrases are also unnatural or imprecise, including “procedure of mechanical arm” and “worker spray the paint the metal alternative end-effectors.” Use the diagram’s labels accurately and choose verbs that describe function, such as “raises,” “rotates,” “controls” and “attaches.” Careful proofreading of spelling and collocations would make your meaning clearer and more precise.

Grammatical Range and Accuracy: Band 4.5

The response attempts a few longer sentences and uses basic sequencing clauses, but sentence structures are limited and errors occur frequently, sometimes obscuring the intended relationships. For example, “In the subseqent stage, motor controlled by computer” lacks an article and a finite verb, while “one was built as a griper which was build to sensors control force” has faulty clause construction and verb forms. In “pivot helps to enables arm to rotate,” the verb pattern is incorrect, and “worker spray” has a subject–verb agreement error. Punctuation spacing is also inconsistent. Build accurate simple sentences first, then combine related ideas with clauses such as “which allows…”; check articles, verb forms, agreement and sentence boundaries.

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