Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-11-03

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 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.

Overall it is evident that, that the mechanical arm require 3 motor to operate,first motor is situated at the sholder joint which allows rise and lower the arm. The second motor is situated in the middle which allows the arm for movement and gives flexibility.

On a closer observation it can be seen that, there is a third motor situated at the end hand side of the arm which is also called a gripper, the motor situated in it allows built in sensors control force.

Furthermore it is evident that the wrist of arm allows girpper a good support or alternative end effector to flex or rotate. The base is usually stationary or occasionally movable as per the convience of the person.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several relevant components, including the three motors, shoulder, wrist, gripper and base, and you report some of their functions. However, the account is incomplete and contains important misreadings: the first motor is not described as being at the shoulder, and the second motor’s role is not simply to provide general movement and flexibility. The pivot, which enables rotation, and the alternative end-effectors for spraying, drilling and welding are omitted. There is also no clear overall summary of how the computer controls the motors and how the arm’s joints correspond to a human arm. The response is 122 words, below the required 150; develop the main features and comparisons to cover the task more fully.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from the motors to the gripper, wrist and base, and paragraph breaks help separate some points. Linking expressions such as “Overall,” “On a closer observation” and “Furthermore” show an attempt to guide the reader. However, the progression is not consistently logical: the overview introduces motor locations and functions before the later paragraph returns to the gripper and wrist, while the relationship between the computer, motors and joints is not clearly explained. Some transitions feel formulaic, and punctuation around them is awkward. Organise the description from control system to arm structure, then explain the end-effector options, using clear links that show how each part relates to the next.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “motor,” “gripper,” “wrist,” “flexibility” and “end effector,” which allows the reader to recognise the main components. There is also an attempt to use descriptive phrases such as “built in sensors control force.” However, spelling and word-choice errors are noticeable, including “sholder,” “girpper” and “convience,” and some expressions are imprecise or unnatural, such as “end hand side” and “allows the arm for movement.” The repeated use of “allows” also limits variety. Aim for accurate technical terms and natural collocations, for example, “the shoulder raises and lowers the arm” and “the wrist enables the gripper to flex or rotate.”

Grammatical Range and Accuracy: Band 5.0

You attempt both an overview sentence and longer sentences with relative clauses, as in “the wrist of arm allows girpper … to flex or rotate.” This shows some effort to vary sentence structure, but control is inconsistent. Errors include “the mechanical arm require 3 motor,” where subject–verb agreement and plural forms are missing, and “the first motor is situated,” which does not accurately express the intended location. The opening also has a duplicated “that,” and commas are often placed awkwardly or omitted, as in “operate,first motor.” These issues sometimes make relationships between ideas harder to follow. Practise accurate articles, agreement and plurals, and punctuate each sentence before adding more complex structures.

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