Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-05

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 plan depicts the type of desert and formation of rain-shadow deserts.

Overall, the wind come from the sea, it travels to top of mountain, where air change their phase from cold to dry nature, and come back to the ground to form the rain-shadow desert.

The coast and rain-shadow has total thousands of kilometers distance. The coast is an initial part of mountain, available inside the sea. Firstly, the air comes from the sea then travelling up towards, that side is known as Windward side, where moist air rises and becomes cool in nature. The cool wind convert into the clouds and the rain starts falling on the top of the mountain.

Continuation of process, the air started travelling downwards from the mountain, which is known as Leeward side. The wind enters in inland places, and forms the rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response provides a basic summary of the diagram, identifying the key stages of the rain-shadow effect. However, it fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the main features are mentioned, the description lacks the analytical depth required for a high band. For instance, the explanation of air phase changes is imprecise and scientifically unclear. The response would benefit from a more detailed comparison of the windward and leeward sides, including the specific impact of the mountain height on moisture levels, to better address all parts of the prompt.

Coherence and Cohesion — Band 5.0

The essay is organized into short paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is mechanical and sometimes inaccurate, such as 'Continuation of process' to start a paragraph. The logical flow is occasionally disrupted by awkward phrasing, such as the transition between the coast description and the windward side. To improve, you should use a wider variety of linking words and ensure that each paragraph has a clear, unified focus, rather than relying on simple sentence-by-sentence progression.

Lexical Resource — Band 5.0

The vocabulary is somewhat limited and repetitive. Phrases like 'air change their phase' and 'cool wind convert into the clouds' are imprecise and demonstrate a lack of control over technical terminology. While you successfully use terms like 'Windward side' and 'Leeward side', the overall range is insufficient to convey the process with precision. To reach a higher band, focus on using more academic collocations and precise verbs to describe meteorological processes, such as 'precipitate', 'ascend', or 'desiccate'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. Examples include subject-verb agreement issues ('the wind come', 'air started travelling') and awkward sentence structures ('The coast and rain-shadow has total thousands of kilometers distance'). There is a lack of complex sentence structures, and the punctuation is inconsistent. To improve, focus on mastering basic subject-verb agreement and attempt to incorporate more complex structures, such as relative clauses or passive voice, which are essential for describing scientific processes in Academic Task 1.

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

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