Band 5.0 IELTS Writing Task 1 Model Answer

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

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 different process of forming rain-shadow deserts.

Overall, it's clear that the actual process starts from sea and follows different process to form the clouds. After that, due to the Dry air of desert, it successfully manage to form the rain-shadow desert.

Starting of the process, winds approach to coastal area through the sea. It pushes the wind upwards until it moist the air and cools it at Windward side. Furthermore, it forms the clouds and make it prepare for the rain.

On second half, the clouds are ready for the rain. When the rain Starts, it mix with Dry air on leeward side over the mountain.

After that, those dry winds which are formed from the dry air and rain process. It will went down and contact with the land to forming the so called rain-

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement. While the student attempts to describe the process, the explanation is incomplete and ends abruptly mid-sentence ('rain-'). The overview is very basic, and the description of the process lacks the necessary detail and clarity required for an academic task. Key features, such as the mountain barrier and the specific temperature changes, are mentioned but not clearly linked or fully explained. To improve, the student must ensure the entire process is described logically and that the response meets the minimum length requirement to allow for a full development of the information provided in the diagram.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the logical flow is disrupted by the incomplete nature of the text. Cohesive devices are used, such as 'Starting of the process', 'Furthermore', and 'On second half', but these are sometimes used incorrectly or sound unnatural. The referencing is occasionally unclear, and the abrupt ending makes it difficult to follow the progression of the process. To improve, the student should focus on using a wider range of linking words more accurately and ensure that each paragraph has a clear, complete focus that contributes to the overall summary of the diagram.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. There are several instances of awkward word choices, such as 'different process of forming' instead of 'process of the formation of' and 'make it prepare for the rain'. The student struggles with basic collocations, such as 'pushes the wind upwards' and 'mix with Dry air'. The vocabulary is sufficient to convey the basic idea, but it lacks the precision and range expected for an academic task. Expanding the vocabulary to include more specific scientific terms related to weather patterns would greatly enhance the quality of the writing.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. Examples include 'winds approach to coastal area' (missing articles), 'until it moist the air' (incorrect verb form), and 'It will went down' (incorrect tense). Sentence structures are generally simple, and attempts at more complex sentences often result in errors. Punctuation is also inconsistent, particularly with the use of capital letters in the middle of sentences. To improve, the student needs to focus on subject-verb agreement, correct verb tenses, and the proper use of articles, as well as refining sentence structure to avoid fragments.

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