Band 5.0 IELTS Writing Task 1 Model Answer

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

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 illustrates how one type of desert,known as a rain-shadow desert,is formed.

overall the formation of rain-shadow deserts are seven several stages from winds approach coast to dry winds reach inland areas.

To begin with winds approach coast there is a sea under that and it goes up to winds pushed upwards when winds pushed upwards made the third stage was moist air rises and cools moreover,the clouds farm on the windward side.

on the other hand rains falls formed on the top of mountains area however,there is a leeward side after the rain falls the next step was dry air continues over mountain and the last stge was dry winds reach inland areas this is the stage where it end under that there is inland area.This is the formation of rain desert-shadow deserts whereas all the step was taken here and how it was going through the formation and it take thousands of kilometers.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram’s subject and report the main sequence, including rising and cooling moist air, cloud formation, rainfall, and dry air moving inland. However, the overview is unclear: “the formation … are seven several stages” does not clearly summarise how rain on the windward side leads to a dry leeward area and desert inland. Some details are imprecise, and the final explanation that “it take thousands of kilometers” does not explain the scale clearly. The response is also 146 words, below the required 150; 13 words copied from the prompt were excluded from the count. Add a concise overview and explain the cause-and-effect relationship more clearly to cover the process more fully.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the description in sequence, beginning with “To begin with” and moving through the stages to the inland area. This helps the reader recognise the general order of events. However, the response is largely one continuous paragraph, and connections between stages are often awkward or repetitive. Phrases such as “when winds pushed upwards made the third stage” and “on the other hand” do not clearly express the relationship between the steps; the latter also suggests a contrast that is not present. Use separate paragraphs for the overview and process, and connect each stage with simple, accurate sequencing language such as “As a result” and “After crossing the mountain.”

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” and “dry winds,” which shows some awareness of the diagram’s terminology. The range is nevertheless limited, and several choices or forms are inaccurate or repetitive, sometimes making the meaning less clear. For example, “clouds farm” appears to be an incorrect word choice, while “rain desert-shadow deserts” is an unclear attempt to name the feature. “The stage where it end” also relies on basic, imprecise wording. Aim for accurate process verbs and consistent terminology, such as “precipitation,” “crosses the mountain range,” and “rain-shadow desert,” rather than repeating “stage” and “area.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to describe a sequence using both simple clauses and longer sentences, but control is limited and errors occur frequently. For example, “the formation … are seven several stages” has problems with agreement and sentence construction, while “when winds pushed upwards made the third stage was moist air rises and cools” combines clauses without a workable grammatical structure. Tense and agreement are also inconsistent in “the next step was dry air continues” and “it take thousands.” Punctuation is often missing after commas and full stops, making long sentences difficult to follow. Build accurate short sentences first, then join related ideas with a clear clause structure; use present simple consistently to describe the diagram.

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