Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-13

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 the formation steps of rain-shadow desert.

Overall, it is clear from the diagram that the formation passed by seven stages. In addition the first stage started from the sea winds approach the coast, while the final stage is the formation of rain-shadow desert by the dry winds reach inland areas.

According to the diagram shown, the step1 started from the sea with winds approach coast , and the the the step 2 the wind pushed upwards the mountains.The third step moist air rises and cools the windward side , then clouds formed, after that the rain falled in the windward side.

In termn of step 6 dry air continues over mountain leeward side, then falled over the mountain antile the dry winds reach inland areas, it's what call the rain-shadow desert formation.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as having seven stages and include its main direction, from winds approaching the coast to dry winds reaching inland areas. You also mention the key sequence of rising, cooling air, cloud formation and rain on the windward side. However, the account is only partial: the final link between dry inland winds and the formation/location of the rain-shadow desert is not clearly explained, and the role of the leeward side is only briefly noted. The overview is also awkwardly phrased, so the main contrast between the rainy windward side and dry inland leeward side is not made clear. The response is below the required 150 words. Develop the stages more fully and state this overall contrast explicitly.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response with an opening, an overview and a description of the stages. The sequence is generally understandable, and connectors such as “then” and “after that” help show order. However, the progression is not consistently clear: the second paragraph compresses several stages into one long sentence, while the final paragraph repeats the sequence and introduces the desert without a clear concluding link. Some connections are inaccurate or difficult to follow, particularly “then falled over the mountain antile the dry winds reach inland areas.” Use separate sentences or a clearly ordered paragraph for the stages, and choose precise linking phrases so each step follows logically from the previous one.

Lexical Resource: Band 5.0

The response uses relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds” and “dry winds,” which shows some awareness of the diagram’s terminology. However, the range is limited and several word choices or forms are inaccurate, making parts of the description unclear. For example, “the formation passed by seven stages” is not a natural way to describe a process, and “the rain falled” and “what call” are incorrect forms. “Step” is also repeated frequently. Aim for more precise process language and accurate collocations, such as describing air as moving across the mountain and rain as falling on its windward slope. Check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a sequence joined with “then” and “after that,” but the range is limited and longer structures are often faulty. Errors occur frequently in verb forms and sentence construction: “the formation passed by seven stages,” “the rain falled,” and “then falled over the mountain” do not express the process accurately. The clause “the first stage started from the sea winds approach the coast” also lacks a clear grammatical structure, and repeated words and punctuation problems make some sentences harder to read. Practise forming clear passive or active process sentences, for example, “Moist air rises and cools, forming clouds,” and keep each stage in a complete, correctly punctuated sentence.

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