Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-04

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 process gives the anatomy of how the rain-shadow deserts are made.

In the first instance, the winds approach the sea coast and make the winds pushed upwards. Moreover, in this period moist air rises with the help of windward side and cools down making clouds in the result. Furthermore, the scattered clouds collide with each other result in rain at the top of the mountain.

On the second half, the dry air continues on the other side

after traveling thousand kilometers of mountain ranges. However, the dry air passes through leeward side of the mountain and anchored there base in inland areas. this process shows us how the rain shadow desert are made through natural phenomena.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While the student identifies the main stages of the rain-shadow process, the description is underdeveloped and lacks the necessary detail to fully explain the diagram. Key features, such as the specific temperature changes or the distinction between the windward and leeward sides, are mentioned but not elaborated upon. To improve, the student should provide a more comprehensive overview and ensure all parts of the diagram are described with sufficient detail to meet the length requirement.

Coherence and Cohesion — Band 5.0

The response is organised into two paragraphs, which is a logical approach. However, the use of cohesive devices is somewhat mechanical and occasionally awkward, such as 'In the first instance' and 'On the second half'. The flow between sentences is sometimes disjointed, making the progression of ideas feel slightly forced. To reach a higher band, the student should focus on using a wider variety of linking words more naturally and ensuring that each sentence logically follows the previous one to create a smoother narrative flow.

Lexical Resource — Band 5.0

The vocabulary used is generally adequate for the task but lacks the precision and range expected for higher bands. Phrases like 'make the winds pushed upwards' and 'anchored there base' are unnatural and imprecise. The student relies on basic terminology and struggles with collocations related to geographical processes. To improve, the student should incorporate more topic-specific vocabulary, such as 'prevailing winds', 'precipitation', 'moisture-laden air', and 'arid conditions', to demonstrate a more sophisticated command of the English language.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'the rain-shadow deserts are made' (passive voice misuse), 'collide with each other result in rain' (missing relative pronoun), and 'this process shows us how the rain shadow desert are made' (subject-verb agreement error). Punctuation is also inconsistent. To improve, the student needs to focus on subject-verb agreement, correct use of articles, and ensuring that complex sentence structures are grammatically sound.

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

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