Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-13

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 given diagram is actually surrounding around modern technology. Lets concise the diagram , the given diagram shows a robotic arm with shoulder which is controlled by computer. Computer actually controls three specific motors which is play important role for sholder to moving . 1st one is located in pivot and shoulder , pivot enables arm to rotate and obviously shoulder helps to up and down the arm. Now turn to 2nd motor plays a role of elbow thats allows it to move with flexibilty. Before we jump up on to the 3rd one there is a rode between them called wrist , which allows gripper to end the effects of flex or rotate , then comes up a motor which is located in gripper thats introduced to sensor control force , its in shape of hand by which they can take many actions. All of this sholder arm robot "if i say it" is connected with base which is also movable and stationary. This robot is introduced for the alternatives of variou machines like spray paint , drill holes and weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a computer-controlled robotic arm and include several relevant features: the motors, elbow, wrist, gripper, base, and alternative uses. However, the description is only partially accurate and does not give a clear overview of how the components work together. In particular, the first motor is not described as being located in the pivot and shoulder; the diagram shows the pivot and shoulder as separate functions, while the motors connect to different parts of the arm. The wrist’s role is also unclear, and the final sentence says the robot is introduced “for the alternatives” of machines rather than explaining that different end-effectors can be fitted. A clearer summary of the arm’s structure and its interchangeable tools would make the key features more complete.

Coherence and Cohesion: Band 4.5

The response follows a broadly understandable order, moving from the computer and motors down the arm to the base and then to alternative tools. Phrases such as “Now turn to” and “Before we jump up” attempt to guide the reader, but they sound conversational and do not always clarify the relationships between parts. The numbered references to the motors are difficult to follow because their connections are not accurately distinguished, and several ideas are crowded into long sentences. There is also no separate overview to establish the main structure before the details. Organise the response into a brief overview and a logically ordered description, using clear links such as “At the base,” “Further up,” and “At the end of the arm.”

Lexical Resource: Band 5.0

You use some relevant technical vocabulary, including “pivot,” “wrist,” “gripper,” “sensors,” and “flexibility,” which helps identify the diagram’s parts. However, word choice and spelling are often inaccurate or informal, and these issues sometimes make the meaning difficult to follow. For example, “rode” appears to mean “rod,” “end the effects” seems to refer to an end-effector, and “sholder” is repeatedly misspelled. Phrases such as “Lets concise the diagram” and “jump up” are not suitable for a formal process description. Aim for precise terms and standard academic phrasing, especially when explaining each component’s function and the alternative tools.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine ideas using relative clauses and connectors, as in “which is controlled by computer” and “which allows gripper to end the effects,” but these structures are often faulty. Errors include missing articles (“by computer,” “in gripper”), subject–verb agreement (“motors which is play”), and incorrect verb forms (“helps to up and down the arm”). Sentence boundaries and punctuation are also inconsistent, particularly in the long sentence beginning “Before we jump up.” These frequent problems sometimes obscure how the parts relate to one another. Practise writing shorter, complete sentences first, then add accurate clauses—for example, “The shoulder raises and lowers the arm, while the pivot allows it to rotate.”

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.