Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram outline stages show how a mechanical arm works,and how the similar joints make up the arm function as those as human arm.

Overall, they have 3 motors that works seperately all for other objects and each motor have its own work and in the end alternatives end effectors spray paint , weld metal .

Initially, starts with computer precision control of motors there are 3 motors in this diagram . Begin with motor which is used in gripper built in sensors control force and then after it motor is used for allowing elbow for movement and give flexbility in the middle of it there is a wrist that allows gripper or alternative end factor to flex rotate . Moreover, last motor is used in base usually stationary moveable it is used in shoulder raises lowers arm and near it a pivot enables arm to rotate .Furthermore, alternative end effectors spray , paint , drill hole in addition weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a mechanical arm and mention several relevant components, including the computer, motors, elbow, wrist, gripper, pivot and alternative end-effectors. However, the account only partly reports how the system works: the overview that the motors work “seperately all for other objects” is unclear and does not accurately summarise their control of the arm’s movements. Some relationships are also confused, particularly the claim that the last motor is “used in base”; the base supports the arm, while the shoulder raises and lowers it and the pivot enables rotation. The alternatives are not fully reported either: spray painting, drilling and welding are shown. A clearer overview and more accurate explanation of the component functions would make the summary more complete.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response with an opening, an overview and a description beginning with “Initially”. The components are generally discussed in a sequence, and linking expressions such as “Moreover” and “Furthermore” show an effort to connect ideas. However, the progression is difficult to follow because several functions are crowded into one long sentence, and the order of the motors and joints is not clearly explained. The overview’s phrase “all for other objects” is also hard to interpret, while repeated additions with “and” and “then after it” create a list-like effect. Use separate sentences or paragraphs for the control system, arm joints and end-effectors, and make each connection explicit.

Lexical Resource: Band 5.5

You use relevant task vocabulary, including “precision control”, “gripper”, “sensors”, “flexibility”, “pivot” and “alternative end effectors”. This gives the response a minimally adequate range for describing the diagram. However, several word choices or combinations are inaccurate or unclear, such as “all for other objects”, “end factor” and “used in base”. Some spelling errors, including “seperately” and “flexbility”, also reduce precision. Aim for established technical collocations and consistent terms: for example, say that motors control particular movements, and refer to “end-effectors” throughout. More precise verbs such as “rotate”, “raise” and “lower” can help explain the functions without relying on vague phrases.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and more extended sentence forms, but control is limited and errors occur frequently enough to make some relationships difficult to understand. For example, “The diagram outline stages show” has an unclear subject and verb pattern, while “Overall, they have 3 motors that works” contains an agreement error. The sentence beginning “Initially, starts with computer” lacks a clear subject, and the long sentence that follows joins several functions without reliable punctuation. Articles and plurals also need attention, as in “as those as human arm”. Practise building complete sentences with a clear subject and verb, then check agreement and punctuation. Shorter, accurately structured sentences would make the technical information easier to follow.

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