Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given diagram shows the application of a mechanical arm. It shows how the arm works, and how identical it is to an actual human arm.

Overalll, the arm functions in the same way as a human arm. It is quite similar to a human hand. It has a shoulder, an elbow, and a gripper. The shoulder and elbow function in the same way as an actual shoulder and elbow would, and the gripper works the same way as a hand.

Additionally, there are three motors in the mechanical arm. One of the motor is in the shoulder, one in the elbow, and one in the gripper. The motors can be controlled through a computer, and as a result the usage of the mechanical arm can be really precise and it could make fewer mistakes, and can be used somebody does not have an arm; futhermore it also has additional features, such as it can be used for spray paint, drill holes, and weld metal.

In conclusion, the mechanical arm could be a useful invention. People get into accidents and lose their arms. These people can seriously consider using this arm as a replacement because it is quite similar to an actual human arm, and also has some additional features.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram’s broad subject and give an overview of the arm’s human-like parts, while also mentioning computer control and the alternative uses shown. However, the response only partly reports the diagram’s main features: it does not explain the pivot or base, or describe how the shoulder, wrist and gripper perform their labelled functions. The statement that the arm is “quite similar to a human hand” is also imprecise, since the diagram compares the mechanical arm’s joints with those of a human arm. Some details are inaccurate or unsupported: the motors are not stated to be located in the shoulder, elbow and gripper, and the diagram does not say the device is intended as a replacement limb. Focus on describing the labelled components and their functions rather than adding speculation.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, a paragraph about motors and uses, and a concluding paragraph. This makes the general line of thought easy to follow. However, the final paragraph shifts from describing the diagram to recommending the arm for people who have lost limbs, so the progression becomes less focused on the visual information. Connections between details are also sometimes mechanical, particularly the repeated use of “and” and the transition “In conclusion,” which introduces an opinion rather than a summary of the diagram. Group the information by function—for example, control and movement, then the gripper and alternative end-effectors—and use references that clearly link each component to its role.

Lexical Resource: Band 5.5

You use relevant topic vocabulary such as “mechanical arm,” “motors,” “shoulder,” “elbow,” and “gripper,” and the reader can understand the main subject. However, the range is limited and several expressions are vague or informal for an academic diagram summary. “The application of a mechanical arm” does not clearly describe what the diagram presents, while “really precise” and “fewer mistakes” are not details supplied by the visual. There are also noticeable spelling and word-form problems, including “Overalll” and “futhermore,” and the phrase “used somebody does not have an arm” is unclear. Use precise labels and concise functional language, such as explaining that the pivot enables rotation or that sensors regulate gripping force.

Grammatical Range and Accuracy: Band 5.5

You use a mixture of simple sentences and some longer structures, and most of the message remains understandable. However, errors in agreement and sentence construction occur in the longer sentences. For example, “One of the motor is” should be “One of the motors is,” and “it can be used somebody does not have an arm” is missing a grammatical link, such as “by somebody who does not have an arm.” The sentence beginning “The motors can be controlled…” also joins several ideas with repeated “and,” making its structure difficult to manage. There is some control of basic present-tense statements, but greater accuracy in plural agreement and clearer clause boundaries would strengthen the response. Practise dividing long sentences and checking each clause for a subject and verb.

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