Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-18

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)

This is a controlled mechanical arm run by a computer which give input to three motors.These motors are place at three point we can also name them as joints.The shoulder point moves the shoulder arm up and low which in result moves whole upper stucture accordingly.The pivot also help the shoulder to rotate in 360 degrees.Now for the elbow motor,it moves the structure up and down which gives the structure more mobility.For the last motor present in grip,it helps the wrist to rotate it in 360 degreeswhich rotate the grip.There is also sensers in grip which exerts the quantity of force needed.

These robotic arms are usally used for paint,drill hole and welding purposes especially used at lethal positionsand also to reduce labor cost.These are not as popular but the developed nations are promoting these because they are trying to move thier economy toward automations.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the computer, three motors, several joints, the gripper sensors and possible uses, so the response contains relevant information from the diagram. However, it does not provide a clear overview of how the arm is organised or how its parts work together, and some functions are confused: the diagram says the wrist lets the gripper flex or rotate, while the response assigns 360-degree rotation to the grip. The claim that the arm is used “especially” in lethal positions and the comments about popularity, developed nations and automation are not shown in the visual. The response also falls five words short of the required minimum. To improve, summarise the main structure accurately and omit unsupported commentary.

Coherence and Cohesion: Band 5.5

The information follows a broadly understandable order, moving from computer control to the joints and then to applications. Connectors such as “Now” and “For the last motor” help signal progression, and the final sentences form a separate point about uses. However, the response is presented as one paragraph, and the sequence does not clearly distinguish the arm’s structure from its functions and applications. Some links are also difficult to follow, particularly “which in result moves whole upper stucture accordingly.” Use separate paragraphs for the overview and details, and connect each component explicitly to its position and function. This would make the progression clearer and reduce the reliance on basic sequencing phrases.

Lexical Resource: Band 5.5

You use some relevant technical vocabulary, including “motors,” “shoulder,” “pivot,” “elbow,” “wrist” and “sensors,” which helps communicate the subject. There is also an attempt to describe movement with phrases such as “moves … up and down” and “rotate.” However, the range is limited and several choices are inaccurate or awkward: “grip” is used where “gripper” is intended, “quantity of force” is unnatural, and “paint, drill hole and welding purposes” does not express the applications clearly. Spelling errors such as “stucture,” “sensers” and “automations” are noticeable. Build a more precise set of terms for the parts and their functions, and check spelling and collocations.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences and relative clauses, for example, “The shoulder point moves the shoulder arm up and low which in result moves whole upper stucture accordingly.” However, sentence structures are mostly simple or joined in ways that create errors, and agreement and verb forms are unreliable: “computer which give input,” “These motors are place,” and “The pivot also help.” Articles and sentence boundaries are also often missing, while punctuation is inconsistent, as in “motors.These” and “degreeswhich.” These problems sometimes make relationships between actions unclear. Practise accurate subject–verb agreement, past or present forms as appropriate, and punctuation between complete sentences before attempting more complex constructions.

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