Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-12

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 map diagram showa how one type of desert, known as a rain-shadow desert is formed.

Overall, winds approach coast in sea and winds pushed upwards the sky and moist air rises and cool and cold and then clouds forms and sometimes clouds colour changed into black and runing ver fast was the sky and then rain falls. The dry air continues over mountain and then dry winds reach inland areas.

Firstly, the sea coast and then winds approach coast and winds pushed upwards and sometimes winds are very fast and cold. And the moist of the air was rises and very cools and clouds was the form and ruing into the sky very fast and heat temperture convert int cold. And the rain was falls on the mountains uppersides. Water leeward side very fast and earth drink all the rain water.

The dry air continues over mountain very fast and dry winds reach inland areas.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process and include several central stages, including winds approaching the coast, rising over the mountains, rain falling, and dry air continuing inland. However, the account is only partially developed: the overview repeats the sequence rather than clearly summarising the key contrast between rain on the windward side and the dry rain-shadow area beyond the leeward side. Some details, such as clouds turning black, very fast movement, and the earth absorbing water, are not shown in the diagram. The response contains 144 words, so it is six words below the required minimum; 13 words copied from the prompt were excluded from the count. Add accurate explanation of the windward/leeward contrast and the desert’s inland location to complete the task more fully.

Coherence and Cohesion: Band 4.5

There is some organisation: an opening, an overview-like paragraph, and a paragraph beginning “Firstly” are followed by a final sentence about dry air reaching inland areas. The stages are generally presented in the correct order, which gives the reader a basic sense of the process. However, progression is weakened by repeated information—winds approaching the coast and rising are mentioned several times—and by long, loosely connected sentences joined with “and then” or “and.” The overview also includes many details that are repeated in the body. Group the stages into a clear sequence, use separate sentences for the windward and leeward stages, and avoid repeating the same steps.

Lexical Resource: Band 5.0

You use relevant process vocabulary such as “moist air,” “clouds,” “rain falls,” “dry air,” and “inland areas,” so the topic is recognisable. However, the range is limited and several choices or forms are inaccurate, sometimes making the description difficult to interpret. For example, “clouds colour changed into black,” “ruing into the sky,” and “earth drink all the rain water” are not suitable descriptions of the diagram. Spelling errors such as “temperture” and “ver” also reduce clarity. Build a more precise set of process terms and use them consistently; for instance, describe air as rising and cooling, clouds as forming, and precipitation as falling on the windward slope.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and linked sentences, and the reader can identify the broad sequence. However, control is inconsistent, with frequent errors in verb forms, agreement, articles, and sentence construction. Examples include “The map diagram showa,” “winds pushed upwards,” “moist air rises and cool,” and “clouds forms.” Several clauses are joined without clear grammatical structure, as in “and sometimes clouds colour changed into black and runing ver fast was the sky.” These errors often make relationships between events unclear. Practise accurate present-simple descriptions of processes, such as “The winds are forced upwards” and “the moist air rises and cools,” and use shorter sentences with a clear subject and verb.

See this exact question answered at other band scores. The same prompt compared across bands.

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