Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-21

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 indicates how a mechanical arm works and what are the main components of the arm to perform any action in the same way as human arms works.

The three main features to make the machanical arm are spray paint, drill holes and weld metals.While the arm performs operation by connecting with the computer system which applies command to machanical arms through three motors.

First motor controls the pivot point that performs the rising of lower arm and enables it to rotate.On the other hand second motors connected with the second arm and it is the main part because it the connection between the two arms. Although the third motor performs the gripping part of the mechanical arm that performs the erist flexability and and rotation.

Overall, the machanical arm perform its works through the instruction from the computer system which is connected to the motors that are the main components of the machanical arm to make it stable and moe the arm without any rotation and the alternative end-effectors are the instruments to assumble the machanical arm.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the computer, three motors and alternative end-effectors, so the response is recognisably about the diagram. However, the main features are not reported accurately or sufficiently. The end-effectors are presented as “the three main features,” although they are optional tools, while the arm’s base, shoulder, elbow, wrist and gripper are not clearly described as a sequence of components. Some functions are also misassigned: the first motor is said to control the pivot and raise the lower arm, whereas the diagram associates rotation with the pivot and raising/lowering with the shoulder. The overview that the motors make the arm stable and move it “without any rotation” is unclear and conflicts with the pivot’s function. Focus on the arm’s structure and the role of each joint and motor.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response: an opening introduces the diagram, the middle describes components, and “Overall” signals a concluding summary. This gives the reader some sense of structure. However, the progression between parts is difficult to follow because the arm’s components are not presented in a clear physical order, and several links between ideas are unclear. For example, “the second arm” and “the connection between the two arms” do not establish which sections are meant. Connectors such as “While” and “Although” are used where the relationship between the clauses is not clear, and “On the other hand” does not introduce a genuine contrast. Use separate paragraphs and sequence the description from base and shoulder to elbow, wrist and gripper.

Lexical Resource: Band 5.0

The response includes some relevant technical vocabulary, including “motors,” “pivot point,” “gripping” and “end-effectors,” and it attempts to describe functions such as rotation and flexibility. However, the range is limited and several word choices or spellings make the meaning difficult to interpret. “The three main features” inaccurately labels the alternative tools, and “assumble the mechanical arm” does not express their role clearly. There are also repeated misspellings, including “machanical,” “erist” and “flexability,” alongside imprecise phrases such as “performs its works.” Use the diagram’s labels directly and choose precise verbs such as “control,” “raise,” “rotate” and “grip” to explain each component’s function.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including clauses beginning with “While” and “Although,” and you use present tense to describe the diagram. However, these structures are often faulty, and errors in agreement, sentence construction and punctuation frequently make the relationships between ideas hard to follow. For example, “what are the main components” is not correctly integrated into the opening sentence, and “the mechanical arm perform its works” has subject–verb and verb-pattern problems. In “because it the connection,” the clause is incomplete; the final sentence also joins several ideas without clear grammatical boundaries. Practise accurate subject–verb agreement and complete clauses, and use full stops to separate descriptions of different components.

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