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 given diagram illustrates the complete formation of a rain-shadow desert.

Overall, the process consists of seven stages beginning with winds approach coast and ending with how dry winds reach inland areas.

It is quite evident from the figure that a specific type of desert is formed under the thousand kilometers of mountain. At first stage, winds travelling from the sea side of the coast and approach from the sea coast and then winds pushed upwards toward the mountain slope. Next, winds converted into moist air and cooled down leading to the formation of clouds whch then become the source of heavy rain that falls on the top of mountain and then spreading around the area.

After that, dry air continues over mountain, covering a lot of distance toward the downward slope of mountain. Finally, it reached into the dry inland areas whcih then become the cause of heavy rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main stages of the rain-shadow desert formation process, identifying the movement of air, moisture, and the resulting dry conditions. However, the description is somewhat superficial. For example, the phrase 'thousand kilometers of mountain' is inaccurate and confusing, as it does not reflect the diagram's content. Additionally, the explanation of the process is slightly repetitive and lacks precision in describing the transition from moist to dry air. While the main features are reported, the development of these ideas is limited, and the summary lacks a clear, professional tone suitable for an Academic Task 1 report.

Coherence and Cohesion — Band 5.5

The essay is organized into a brief introduction and a body paragraph. While there is a logical sequence, the progression of ideas is hindered by awkward phrasing and repetitive sentence structures. Cohesive devices are used, such as 'At first stage', 'Next', 'After that', and 'Finally', but they are somewhat mechanical. The referencing is occasionally unclear, particularly in the final sentence where the connection between the dry air and the formation of the desert is poorly articulated. Paragraphing is present but minimal, and the overall flow would benefit from more sophisticated linking words and better sentence integration.

Lexical Resource — Band 5.0

The vocabulary is adequate for the task but lacks the precision and variety required for a higher band. There are several instances of awkward word choices, such as 'winds approach coast' and 'sea side of the coast', which sound unnatural. The student relies on basic terminology and struggles with collocations. There are also minor spelling errors, such as 'whch' and 'whcih'. To improve, the student should focus on using more precise scientific or descriptive vocabulary related to weather patterns and geographical features, rather than repeating simple terms like 'winds' and 'mountain'.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but accuracy is inconsistent. There are frequent grammatical errors, including missing articles ('at first stage', 'on top of mountain'), incorrect verb forms ('winds converted', 'it reached'), and issues with subject-verb agreement. Some sentences are poorly constructed, such as 'winds travelling from the sea side of the coast and approach from the sea coast', which is redundant and grammatically flawed. While the meaning is generally understandable, the high frequency of errors in basic grammar and punctuation prevents the response from reaching a higher band.

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

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