Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-28

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 provided diagram illustrate how mechanical arm works , and how this joints make up the arm function in the same way as those in a human arm.

Overall, it is a multi step process which have mainly the computer and it's three motor which connected to the different parts. This process have lots of mechanical parts like; motor, pivot, gripper, wrist and shoulder extras.

The computer- precision control have a three connected motor parts. Firstly, one of the motor was connected around the base area which was usually stationary/ occasionally movable and the shoulder- raises/lowers arm. And the second motor connected to many mechanical parts like elbow which allows to give flexibility and also movement and the arm also arm have pivot which helped to enables arm to rotate the joints.

At the end, the third motor was connected to gripper which built in sensors control force. The arm also have functions of wrist which allow gripper or alternative end effector to flex rotate which end bye spray drill holes and weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a mechanical arm and include several relevant features, such as the computer, three motors, shoulder, elbow, wrist, gripper and base. You also mention the gripper’s sensors and the alternative uses involving spraying, drilling and welding. However, the account only partially reports how the parts relate: the motor connections are described unclearly, and the pivot’s role is mentioned without clearly locating it in the arm’s structure. The overview calls this a “multi step process,” which does not accurately capture the diagram’s main feature: a computer-controlled arm with joints that enable movement and interchangeable end-effectors. The comparison with a human arm, required by the prompt, is not developed. A clearer overview and more accurate explanation of the layout would make the summary more complete.

Coherence and Cohesion: Band 5.5

The response has a basic overall shape: an introduction, an overview, and paragraphs describing components and functions. Sequencing words such as “Firstly” and “At the end” help signal progression. However, the organisation is not consistently logical, and the description jumps between the base, shoulder, elbow, pivot and arm without clearly tracing their positions. Some links are also difficult to follow, particularly “the second motor connected to many mechanical parts” and the final sentence, where the wrist and alternative tools are combined. Repetition of “arm” and “motor” makes progression feel mechanical. Grouping the information by the arm’s structure—from base and shoulder to elbow, wrist and gripper—and then describing the alternative end-effectors would improve clarity and cohesion.

Lexical Resource: Band 5.5

You use several relevant technical terms from the diagram, including “pivot,” “gripper,” “wrist,” “flexibility” and “sensors,” so the reader can recognise the subject. However, the range is limited and some word choices or combinations are inaccurate or unclear, such as “multi step process,” “three connected motor parts” and “end bye spray drill holes.” Repeated use of general words such as “parts” and “functions” also limits precision. Aim to use the diagram’s labels accurately and choose verbs that describe each component’s role, for example, “the pivot enables rotation” or “the wrist allows the gripper to rotate.” Check spelling and word forms, and avoid copying labels in a way that produces unclear phrases.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the response includes some useful relative clauses, such as “which allows to give flexibility.” However, many sentences contain errors in agreement, articles, verb forms and sentence construction, which sometimes make relationships difficult to understand. For example, “The provided diagram illustrate” needs subject–verb agreement, while “this joints make up the arm function” has problems with number and clause structure. “The arm also have functions of wrist” similarly needs a clearer grammatical pattern. Punctuation and spacing are inconsistent, and several clauses are joined without clear boundaries. Practise accurate simple sentences first, then combine them using controlled relative clauses and conjunctions; check each sentence for a clear subject and correctly formed verb.

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