Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-12

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)

mechanic arm . it's something that made from weld metal and made by experts like biomechanics experts and others members on the team .it function like human arm and it's get the same movement of the human body because we program it using the computer to precision control of motors of the machine .it has three motors .each one doing a specific mission that it's being program to do . the first motor is simulating the shoulder movement .it raises and lowers the arm and a pivot that made the shoulder motor enables to rotate .the second motor simulate the elbows movement.it allows movement and give flexibility to stimulate the arm movement in the best way .the third motor stimulate the wrist movement that allows grippers or any alternative end effectors to flex and rotate. the grippers have build in sensors control force . and all this things are based on a solid base that usually stationary or occasionally movable

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including computer control, three motors, the shoulder’s raising and lowering action, the elbow’s flexibility, and the stationary or movable base. However, the account only partially covers the diagram and some connections are misreported: the pivot is described as something enabled by the shoulder motor, and the third motor is said to control the wrist, although the diagram links the motors separately to the elbow, arm section near the wrist, and gripper. The gripper’s force sensors are included, but the alternative end-effectors and their uses are omitted. There is also no clear overview of how the components work together. Select the main structure and functions accurately, then summarise the key comparison with a human arm.

Coherence and Cohesion: Band 4.5

The response follows a broadly understandable order, moving from computer control to the motors, joints, gripper and base. This gives the reader a basic route through the information. However, it is presented as one continuous paragraph, and the repeated pattern of short statements beginning with “it” or “the” makes the progression feel list-like rather than clearly organised. Some links between components are also unclear, particularly the explanation of the shoulder and pivot. Use a brief overview followed by a logically grouped description of the arm’s structure and functions. More precise referencing and a few varied linking phrases would help the reader see how each part relates to the next.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, such as “precision control,” “pivot,” “flexibility,” “sensors,” and “alternative end effectors,” which helps convey the diagram’s subject. However, the range is limited and several word choices or forms are inaccurate or repetitive: “mission” is not a natural choice for a motor’s function, “stimulate” is used where “control” or “operate” is intended, and “grippers” is less accurate than the diagram’s singular gripper. “Made from weld metal” also does not describe the diagram, which shows alternative welding as an end-effector use. Aim for precise technical terms and avoid adding unsupported details; vary verbs such as “control,” “raise,” “rotate,” and “grip” according to each component’s function.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences, including the explanation that the arm is programmed by a computer, but most structures are simple and several are difficult to follow because of frequent errors. Examples include “it’s something that made” instead of a correctly formed passive, “it has three motors. each one doing” as a sentence fragment, and “the second motor simulate” with incorrect subject–verb agreement. Articles and plurals are also inconsistent, as in “the elbows movement” and “the grippers have build in sensors control force.” Capitalisation and sentence punctuation are unreliable throughout. Practise accurate present-simple descriptions and passive forms, and check each sentence for a complete subject and verb before adding more complex clauses.

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