Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-14

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 process of how the formation of rain-shadow in deserts in thousands of kilometres.

Overall, its began with winds approach coast and end with dry winds reach inland areas.

Initialy, the sea has make some winds coast for pushed upwards for creating the process of rain shadow desart and winds are helping for moist air rises and cools in coast. After it helps to create clouds from in windward side and towards for next processing for making rain. Then it asist to rain fall in mountains in thousand of kilometres. Rain subsequently falling in windward side to leward side for creating the process in thousand of kilometres.

The dry air helps consequently over the mountain in leeward side and towards to goal for making winds. As a results, dry wind reach inland areas and resaltantly rain shadow desert and reached at final processing in sea to inland process.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the overall sequence, from winds approaching the coast to dry winds reaching inland, and mention key stages such as rising moist air, cloud formation, rainfall and air crossing the mountain. However, the process is only partially described: the crucial contrast between the wet windward side and dry leeward side is not clearly explained, and the desert’s location inland is mentioned unclearly. Some details are inaccurate or confusing, for example, “the sea has make some winds coast” and “rain subsequently falling in windward side to leward side.” The diagram shows rain falling on the windward side before dry air continues over the mountain; it does not show rain moving across to the leeward side. A clearer overview and a more accurate account of cause and effect would strengthen the response.

Coherence and Cohesion: Band 5.5

There is an attempt to organise the response with an opening, an overview and sequencing expressions such as “Initialy,” “After it,” “Then” and “As a results.” These help signal that the diagram describes stages. However, the progression is difficult to follow because several stages are combined in unclear sentences, and links between events are sometimes illogical. For instance, “Rain subsequently falling in windward side to leward side” obscures the transition from rainfall to dry air crossing the mountain. The final sentence also repeats the outcome while introducing an unclear “final processing.” Use one paragraph for the overview and another to describe the stages in order, with each sentence explaining one or two connected steps and clear references to the two sides of the mountain.

Lexical Resource: Band 5.0

The response uses some relevant process vocabulary, including “moist air,” “clouds,” “rain,” “dry air,” “windward side” and “leeward side,” showing awareness of the diagram’s terminology. However, the range is limited and several word choices or collocations make the meaning difficult to understand: “make some winds coast,” “helping for,” and “towards to goal for making winds” do not describe the stages naturally. Spelling errors such as “Initialy,” “desart,” “asist” and “resaltantly” also reduce clarity. Aim to use precise process verbs and standard forms, for example, “winds are forced upwards,” “moist air cools,” and “dry air descends and continues inland.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, and the opening overview uses a sequence structure. However, control of sentence forms is weak: errors are frequent and sometimes make the relationships between stages hard to interpret. Examples include “its began,” “the sea has make,” and “moist air rises and cools in coast.” Verb forms, articles and prepositions are often inaccurate, while clauses are joined without a clear grammatical structure, as in “Then it asist to rain fall in mountains.” Practise building accurate simple sentences first, such as “Moist air rises over the windward slope and cools,” then connect them with a small range of reliable sequencing clauses. Check subject–verb agreement and past or present forms consistently.

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