Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-07

IELTS Writing Task 1 question

The diagram below shows how one type of desert, known as a rain-shadow desert, is formed.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The formation of rain-shadow deserts

Student answer (Band 5.0)

The diagram illustrate that who a rain shadow desert form from simple disert, While outline the detail by selecting and reporting the main characters, and make contrast.

Overall, the diagram indecate that how cool and moist air from sea and form a clouds and rain falls. Furthermore the dry air continues over mountain and formation of rain shadow desert occur.

The diagram shows the process of rain shadow desert formation. In the beginning the wind approach coast go toward the mountain and winds push upward after that moist rises and cools from that the clouds form and rain fall, Consiquently, the dry air go down over the mountain and after that this air reach to th land and due to the whole process the rain shadow form.

In the contrast, The rain form from the winds which arise from the sea and converted into clouds and the dry air go over the mountain however the rain desert form.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence: winds approach the coast, rise over the mountains, cool, produce clouds and rain, and then continue inland as dry air. The overview also recognises that this process results in a rain-shadow desert, so the response is relevant and includes the central outcome. However, some stages are unclear or inaccurately described: the diagram says dry air continues over the mountain, whereas you say it “go down,” and the final explanation does not clearly connect the leeward side with the desert. The description is also repetitive, especially in the final paragraph, and gives little detail about the contrast between the wet windward side and dry inland area. A more precise account of each stage and the locations would develop the task more fully.

Coherence and Cohesion: Band 4.5

The response has an overall sequence, moving from an opening statement and overview to a description of the process. This gives the reader a basic sense of how the stages relate. However, progression is weakened by repeated information: the final paragraph restates the sea-to-mountain-to-desert process rather than adding a distinct comparison. Linking expressions such as “after that,” “Furthermore,” and “In the contrast” are either repetitive or awkward, and some connections between stages are difficult to follow. Paragraphing is present, but the opening sentence is confusing and does not clearly introduce the diagram. Organise the body into a clear chronological account, use a small range of accurate transitions, and avoid repeating the same sequence.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “moist air,” “clouds,” “rain falls,” “dry air,” and “mountain,” which helps communicate the topic. There are also attempts to use more formal terms such as “formation” and “consequently.” However, spelling and word-choice errors are noticeable, including “disert,” “indecate,” “characters,” and “rain desert.” Some phrases are unnatural or unclear, such as “simple disert” and “the rain form from the winds.” The repeated use of “air,” “rain,” and “mountain” also limits variety. Choose precise terms from the diagram, such as “windward side,” “leeward side,” and “rain-shadow desert,” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, including a sequence joined with “and,” “after that,” and “consequently.” This shows an effort to describe connected stages. However, sentence structures are often faulty, and errors can make the relationships between events difficult to understand. Examples include “The diagram illustrate that who a rain shadow desert form” and “the wind approach coast go toward the mountain,” where verb forms, agreement, and sentence construction are not controlled. Articles and plurals are also inconsistent, as in “form a clouds,” while punctuation and capitalisation are unreliable, particularly in the long process sentence. Build accurate short sentences first, then combine stages using controlled clauses; check subject–verb agreement, articles, and sentence boundaries.

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