Band 4.5 IELTS Writing Task 1 Model Answer

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

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 illustration depicts, how a mechanical arm works, and how the joints that make up the arm drill holes/ spray paints/ weld metal in the same way as those in human arm. Overall the process begans in computer. the computer control three moters enable to roate the machine.the moter energy send singal to machine through sennor.Firtly the computer - precision to control of moter. the moter to work in machine in three different process, firstly two moter to convert messages to elbow allow the movement of flexibility,However, the machine pivot to enbles to arm rotates( base stationary / ocassionally moveable). Furthermore, thired send signals throughout ingripper motion and shoulder raises to lower arm and finaly wrist allow to machine to gripper and end factor to flex/ rotates after that man use the man machine to prepare households things such chairs tables, and cubboard, etc.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the subject as a mechanical arm and mention several relevant labels, including the computer, motors, pivot, base, shoulder, wrist and gripper. However, the account only minimally summarises how these parts work: the connections between the three motors and the arm’s movements are unclear, and the claim that the joints “drill holes/ spray paints/ weld metal” confuses the arm’s joints with alternative end-effectors. The statement about making household furniture is not supported by the diagram. A clearer overview and accurate explanation of the arm’s main functions are needed. The response contains 130 words, so it is 20 words below the required minimum; 14 words copied from the prompt were not counted.

Coherence and Cohesion: Band 4.0

There is an attempt to present the information in sequence, beginning with the computer and moving through the arm’s components, and words such as “Overall,” “Furthermore” and “after that” signal connections. However, the progression is difficult to follow because several ideas are joined in long, unclear sentences, and the order of the parts is not consistently explained. For example, “the moter to work in machine in three different process” does not establish what happens next, while the final sentence shifts to household objects without a clear link to the diagram. Organise the response into a brief overview and a logically ordered description, using one clear sentence for each set of connected components.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “precision,” “pivot,” “stationary,” “flexibility” and “gripper,” showing an attempt to describe the diagram rather than relying entirely on general language. However, the range is limited and several word choices or spellings make the meaning difficult to understand, such as “moter energy,” “sennor,” “end factor” and “prepare households things.” Some terms are also used inaccurately: the arm does not itself drill, spray or weld; these are functions of alternative end-effectors. Build a more precise set of process and component terms, and check spelling and collocations. For example, use “motor signals” and “alternative tools” rather than unclear or incorrect phrases.

Grammatical Range and Accuracy: Band 4.5

The response attempts to combine ideas using clauses and sequencing, as in “the computer control three moters enable to roate the machine,” but sentence structures are often incomplete or difficult to parse. Errors in verb forms and agreement occur in “the computer control” and “the process begans”; articles and prepositions are also frequently missing or misplaced, as in “begins in computer.” Punctuation and capitalisation are inconsistent, with sentence boundaries unclear in places. These problems sometimes distort the relationships between the components and their functions. Practise writing short, complete sentences with a clear subject and verb, then combine them with accurate clauses—for example, “The computer controls three motors, which move different parts of the arm.”

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