Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-27

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 diagram illustrates how a mechanical arm works by labelling its composition and how the joints in it performs function, as same as in the the human arm. As we can see there are three motors in the mechanical arm located at different spots and each motor has its specific task, and such tasks are operated through computer by different softwares. First motor is located in the stationary base which helps the shoulder to raise or lower the the direction of arm with the help of the pivot. Then the second motor is connected at the elbow which helps the arm to move all around flexibly. The third and last motor is then attached near the gripper after wrist ends. Wrist enables the gripper to rotate in any direction and the motor with the help of the sensors allows the gripper to control an amount of force.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies several relevant components, including the motors, shoulder, elbow, wrist and gripper, and explains some of their functions. However, it does not provide a clear overview of how the system is controlled or how the arm’s main parts work together. Some details are inaccurate: the first motor is not located in the base; the diagram shows motors connected to the elbow, arm section near the wrist, and gripper, while the base supports the pivot and shoulder. The computer’s precision control is reduced to “different softwares,” and the alternative end-effectors are omitted. The response is also three words below the required minimum. Include the base, pivot and computer accurately, and summarise the arm’s overall arrangement before describing details.

Coherence and Cohesion: Band 5.5

The information is presented in a broadly understandable sequence, moving from the motors to the shoulder, elbow, wrist and gripper. Linking phrases such as “First,” “Then” and “The third and last” help signal this order. However, the response is a single dense paragraph, and the sequence is partly confusing because it begins with a motor supposedly in the base and then moves through the arm without first establishing its overall layout. Repeated use of “motor” and “which helps” also makes the connections feel mechanical. A brief overview followed by a clearly ordered description of the base and joints would improve progression. Use reference words such as “this joint” only when their referent is unmistakable.

Lexical Resource: Band 6.0

There is an adequate range of task-related vocabulary, including “stationary base,” “pivot,” “elbow,” “gripper,” “sensors” and “force.” These terms show an attempt to describe the diagram precisely, and the meaning is generally recoverable. Some choices are inaccurate or awkward for this context: “different softwares” is not a natural way to describe the computer’s control, while “move all around flexibly” is vague. “The direction of arm” also does not clearly express the shoulder’s raising and lowering action. Aim for precise process language and natural collocations, such as “controls the motors,” “allows the arm to rotate,” and “raises or lowers the arm.” Avoid repeating “helps” when a more exact verb is available.

Grammatical Range and Accuracy: Band 5.5

The response attempts both longer sentences and simpler statements, and most of the intended meaning can be followed. However, some errors in agreement, articles and sentence construction remain. For example, “the joints in it performs function” has a plural subject with a singular verb, and “as same as in the the human arm” is not grammatically formed. The phrase “raise or lower the the direction of arm” also has an unclear structure, while “after wrist ends” lacks the article needed for a natural noun phrase. Repeated “the” in “the the” is another editing slip. Use shorter, controlled sentences when describing each joint, and check subject–verb agreement and articles during proofreading.

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