Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-13

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 that how one type of desert , also known as a rain-shadow desert, is created.

First of all, The formation of rain-shadow deserts illustrates that winds approach coast upon the sea goes to straight sight and then the winds pushed upward to the sea. While the air goes to upward, Moist air rises and air cools and reached near the cloud formation and after that rain starts and fall down. But the air from windward side go to move and then reached at leeward side. After that, dry air continues to the mountain and it goes down second by second. At last, it reached inland areas and continue to straight side. Rain falls down and found upon and below the desert.In this way, The formation of rain-desert works and tells us how it works. and help us to get knowledge and some experience about formation of rain desert formation.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process of rain-shadow desert formation, but it fails to clearly identify the main features or stages of the diagram. The description is confusing and lacks a logical flow, making it difficult to follow the scientific process depicted. Key elements, such as the distinction between the windward and leeward sides, are mentioned but not explained with sufficient clarity or accuracy. The summary lacks a clear overview, and the final sentences are repetitive and do not contribute to the task requirements. To improve, focus on clearly sequencing the stages from the moisture-laden air rising to the dry air descending on the leeward side.

Coherence and Cohesion — Band 5.0

The response is poorly organized. While there is an attempt at paragraphing, the ideas within the paragraphs lack logical progression. The use of cohesive devices is mechanical and often misused, such as 'First of all' followed by a confusing explanation, and 'At last' which does not effectively transition the stages of the process. Referencing is unclear, particularly when describing the movement of air. The text feels disjointed, and the lack of clear signposting makes it difficult for the reader to understand the relationship between the different parts of the diagram.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. Phrases like 'goes to straight sight', 'pushed upward to the sea', and 'found upon and below the desert' are imprecise and unnatural. There is a lack of technical or descriptive vocabulary appropriate for a process description (e.g., 'prevailing winds', 'precipitation', 'arid', 'descending'). The student relies on basic verbs and struggles to convey the specific scientific concepts shown in the diagram. To reach a higher band, the student should learn and apply topic-specific vocabulary related to geography and weather processes.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede clarity. There are issues with subject-verb agreement ('winds pushed', 'air goes to upward'), incorrect preposition usage, and awkward sentence structures ('The diagram illustrates that how...'). The use of tense is inconsistent, shifting between present and past in a way that confuses the process description. Many sentences are poorly constructed, making the meaning difficult to grasp. A greater focus on basic sentence construction and avoiding run-on sentences or fragments is necessary to improve accuracy.

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