Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-11-02

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 shows how cleverly a mechanical arm is designed. We know that in a mechanical arm all the parts specially the joinnts are made with high precision to make it work. A human arm is made up of not a single bone but in a single human arm there are more than 15 bones (of different size) and each bone is for a particular purpose. And the the point where two or more bones meet, there is a special natural fluid to reduce the friction, same is the case with a mechanical arm as it has many parts and at the joins where any friction is expected special materials are used to reduce friction so that the damage occur due to friction can be reduced.

In human's arm, we name joints based on their purpose and location, same is the case with mechanical arm. A human can change the direction he is facing by just using his body, for a mechanical arm there is nothing like that (specially in the diagram given) so there is a pivot which helps the arm to rotate. The sholder of it works same as the sholder of human and same is the case with other joints i.e elbow etc. For precise movement and power there are motors at specific parts of the mechincal arm.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response identifies the subject as a mechanical arm and mentions several relevant parts, including the pivot, shoulder, elbow and motors. However, it only partially reports the diagram: it does not explain the computer’s control of the motors, the gripper’s force sensors, the wrist’s movement, or the alternative tools for spraying, drilling and welding. The discussion of human bones, joint fluid and friction introduces information that is not shown, while the comparison between human and mechanical joints remains general rather than tied to the labelled functions. To strengthen the report, give a concise overview of how the arm is controlled and what it can do, then describe the labelled components and their functions accurately, avoiding unsupported background claims.

Coherence and Cohesion: Band 5.0

There is some organisation: the first paragraph introduces the arm and discusses joints, while the second turns to the pivot, shoulder and motors. The sequence is understandable in places, but the response does not establish a clear overall progression through the diagram, such as moving from the computer and motors down to the base and then describing the end-effectors. Connections between ideas are often repetitive, particularly the repeated use of “same is the case,” and the long opening paragraph combines several points without clear separation. Organise the report around the diagram’s main components and use precise linking phrases to show how each part relates to the next. This would make the information easier to follow.

Lexical Resource: Band 5.5

The response uses some relevant technical vocabulary, including “pivot,” “friction,” “motors” and “direction,” and attempts to describe the functions of joints. However, the range is limited for reporting this diagram, and several spelling and word-choice errors reduce precision, such as “joinnts,” “sholder” and “mechincal.” Phrases such as “cleverly designed” and “special materials” are vague or evaluative rather than informative. More exact terms from the visual—such as “gripper,” “wrist,” “force sensors” and “alternative end-effectors”—would help convey the diagram’s details. Aim for accurate technical vocabulary and natural collocations rather than general claims about how the arm is made.

Grammatical Range and Accuracy: Band 5.5

The response attempts a mixture of simple and longer sentences, including clauses linked with “as” and “so that.” However, control is uneven, and some sentences become difficult to follow because several ideas are joined together. For example, “A human arm is made up of not a single bone but in a single human arm there are more than 15 bones” has an awkward contrast and unclear structure. There are also errors in agreement and sentence construction, as in “the damage occur,” and the opening contains the repeated conjunction “And the the.” Use shorter, complete sentences to describe each component, and check articles, agreement and punctuation when combining clauses. This will make the meaning more consistently clear.

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