Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram illustrate how work mechanical arm, and how the joints make up the function of arm in the same way as human arm .

Looking from an over all perspective, it is crystal clear that, the controler of motors work in 3 motors an give flexibility to joint and last motor work for grippers

Reporting the data in detail, it is start from computer- precision control of 3 motors these motors do different- different work first moter work for allows movement in joint. Third motor use for built in sensors control force.

Glancing the remaining description, in the below figure there is base which connect to shoulders and pivot- enables arm to rotate they all sonnect with upper arm and wist which allow to flex or rotate. After these all process the mechanical arm work is comple same as human arms. In human arms there are alternative end - effectors like spray, drill and weld metal.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram’s general subject and mention several relevant components, including the computer, three motors, the elbow, gripper, base, pivot and wrist. However, the account only partially explains how the arm works: the shoulder’s role in raising and lowering the arm is omitted, and the wrist and elbow functions are described unclearly. The overview that the motors “give flexibility” does not accurately summarise the system’s main features, and the comparison with a human arm is asserted rather than explained. The alternative spray, drill and welding tools are also incorrectly presented as features of human arms; they are alternative end-effectors for the mechanical arm. A clearer overview and more accurate explanation of the components would make the response more complete.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure, moving from an introduction and overview to details about the motors and then the lower part of the diagram. Phrases such as “Looking from an overall perspective” and “Reporting the data in detail” signal these stages. However, progression within the description is not consistently clear: the account jumps from the motors to the base and then to the human-arm comparison, while the arm’s physical sequence is not fully traced. Some linking is mechanical, and references such as “they all” and “After these all process” make it difficult to identify exactly which parts are being discussed. Organising the body from the base and shoulder upwards to the elbow, wrist and gripper, then describing the end-effectors, would improve clarity.

Lexical Resource: Band 5.0

You use some task-relevant terms, including “precision control,” “built-in sensors,” “pivot” and “end-effectors,” which help identify parts of the diagram. However, the vocabulary range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to follow. For example, “work in 3 motors” does not clearly express that the computer controls three motors, and “the mechanical arm work is comple” is not a natural description of the process. Spelling and word-form errors such as “controler,” “moter,” “sonnect” and “wist” also reduce precision. Aim to use accurate component names and straightforward verbs such as “controls,” “connects” and “rotates,” checking spelling carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts a few longer sentence forms, including “The diagram illustrate how work mechanical arm” and “After these all process the mechanical arm work is comple same as human arms,” but these structures are often faulty. Errors in articles, agreement and verb forms occur throughout: “The diagram illustrate” should be “The diagram illustrates,” while “it is start” needs a correct passive or active construction. Sentence boundaries and punctuation are also inconsistent, as in the opening sentence’s extra space before the full stop and the comma after “crystal clear that.” These errors sometimes make relationships between ideas hard to understand. Practise building accurate simple sentences first, then combine them with clauses such as “which allows” or “while the gripper.”

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