Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-11-01

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 below diagram represents the functioning of mechanical arm, in addition how the joints that make that arm working like human arms. this diagram represents coading done by computer which enables the motors to wark and allows the mechanical arm to work.

the main thing that enables this whole process to work is coading done by a programmer which enables this arm to work . it requires the motors which are operated by computer programme. due to which it can work like a human arm.

it requires three motors which controls shoulder raise/lower the arm , elbow which allows movement/gives flexibility, and gripper which allows the mechanical arm to grip under sensory force . this mechanical arm also consists base which is usually stationary/ occasionally movable after that a pivot which enables arm to rotate.

after that elbow and then wrist which allows gripper (or alternative end-effector)to flex/ rotate. then there are some alternative end-efforts like spray paint/drill holes/weld metal which requires human help as it cant bedone bu machine by itself.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several relevant components, including the computer, three motors, shoulder, elbow, wrist, base, pivot and alternative end-effectors. However, the account is only partial and some functions are misreported or unclear. The diagram says the shoulder raises and lowers the arm, while the gripper’s sensors control the force; your sentence groups these functions in a way that makes the motor roles difficult to follow. You also describe programming as the “main thing” and say the alternatives require human help, neither of which is shown in the diagram. Include a concise overview of how the computer controls the motors and explain the arm’s sequence and the interchangeable tools more accurately.

Coherence and Cohesion: Band 4.5

The response has paragraph breaks and a broadly relevant order, moving from the computer and motors to the arm’s parts and then to alternative tools. However, progression is not consistently clear: the second paragraph repeats the point about computer programming, and the final paragraph returns to the elbow after it has already been introduced. Connectors such as “after that” are repeated and do not always clarify the relationships between components. Some sentences also combine several functions in a way that makes it hard to see which part performs each one. Organise the description in a clear sequence—from computer and motors, through the base and joints, to the end-effector—and use precise references to link each function to its component.

Lexical Resource: Band 5.0

You use relevant technical terms such as “pivot,” “flexibility,” “gripper” and “alternative end-effector,” showing some task-specific vocabulary. However, the range is limited and several noticeable spelling or word-choice errors reduce clarity, including “coading,” “wark,” “end-efforts” and “sensory force.” The phrase “grip under sensory force” does not clearly express that built-in sensors control the force applied by the gripper. Repetition of “enables” and “allows” also makes the description less precise. Aim to use the diagram’s labels accurately and vary functional verbs where appropriate; careful proofreading would help distinguish technical terms from similar-sounding but incorrect forms.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and longer sentences, but control is uneven, and errors sometimes make relationships between parts difficult to understand. For example, “the motors which are operated by computer programme” is an incomplete clause, while “three motors which controls” has a subject–verb agreement error. Articles and sentence boundaries are also inconsistent, as in “consists base” and the opening sentence, which begins with a lowercase word and joins ideas without a clear grammatical structure. The sentence listing the motors and their functions is especially difficult to parse. Practise forming complete sentences with a clear subject and verb, and check agreement, articles and punctuation when combining information.

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