Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-22

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 illustrates how a mechanical arm works, and how the joints that make up the arm work the same way as the human arm does.

Overall, it is explained in serveal step begining with the motor and ending up with the gripper.

Initially, a shoulder joint which will help its to raises and lower arm according to its need.In addition, we also have pivot help to rotate arm at a specific angle.

Next, we have elbow gives movement and it also gives flexbility to it .Lastly but the least we have a wrist which allows gripper to rotates how much it need to move and also provide an alternative end-effector for the rotation.

In the last stage, a gripper have a built-in sensor which control at which force it is going to capture and put the thing into it.Combining all these step tells us how a mechanical arm works

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the diagram’s subject and describe several relevant joints, including the shoulder, pivot, elbow, wrist and gripper. However, the account is incomplete and sometimes misrepresents the information: the diagram shows computer-controlled motors, a base, and alternative end-effectors for spraying, drilling and welding, none of which is adequately reported. The overview that the process begins with a motor and ends with the gripper is also too narrow to summarise the arm’s main features. Some functions are described, but the explanation of how the components work together is limited. The response is 136 words, below the required 150-word minimum; this restricts the detail available. To improve, include the control system and base, accurately explain the arm’s sequence and functions, and mention the alternative tools.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, signalled by “Initially,” “Next,” and “Lastly,” and the joints are generally introduced in a sensible order. This gives the reader some sense of progression. However, the organisation is weakened by the claim that the account begins with the motor, followed by a description that starts at the shoulder, and the final sentence does not clearly conclude the process. Several ideas are crowded into long sentences, while full stops and spacing are inconsistent, as in “need.In addition” and “it .Lastly”. Use separate paragraphs for the overview and the component details, and connect each stage consistently from the computer and motors through to the end-effector.

Lexical Resource: Band 5.5

You use some relevant technical vocabulary, including “mechanical arm,” “pivot,” “flexibility,” “built-in sensor” and “end-effector,” which helps identify the diagram’s parts. However, the range is limited and several word-choice, spelling and collocation problems reduce precision: “serveal,” “begining” and “flexbility” are misspelled, while “capture and put the thing into it” is vague and unnatural. “Rotates how much it need to move” also does not clearly express the wrist’s ability to flex or rotate. Aim for concise, accurate descriptions of function, such as saying that sensors regulate gripping force. Check spelling carefully and use the diagram’s specific terms for the computer-controlled motors and alternative tools.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, including the opening clause beginning “The diagram illustrates how…” and the sequence of component descriptions. However, grammatical errors are frequent enough to make some relationships unclear. Examples include “a shoulder joint which will help its to raises and lower arm,” where the pronoun and verb forms are faulty, and “a gripper have a built-in sensor which control,” where subject–verb agreement is incorrect. The sentence about the wrist also has an unclear structure: “allows gripper to rotates how much it need to move.” Articles, plurals and punctuation need more consistent control. Practise writing one clear sentence per component, checking agreement and verb forms, then combine ideas only when the relationship remains clear.

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