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 below illustrates how rain shadow desert is formed, that is type of desert.

Overall, there is formation of rain shadow deserts that demonstrate how winds approach coast then step wise reach the level of sky,then its turn into rain and reach the inland areas.

The wind upper the sea level pushed the coast towards mountain and then wind pushes it upward because of mountains then after some time this change into moist because in upper level the temperature is low, this moist change into clouds and start raining. However, on the other side of mountain dry air continuously blowing , that way the dry wind reach the inland areas, the distance between the sides of mountain are very much that are in thousands of kilo meters. In this way where dry winds blow rain shadow desert is formed. Moreover, the sea are the main factor of making moist, that are turned into rain

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the diagram, identifying the process from the sea to the formation of the rain-shadow desert. However, the description is somewhat simplistic and lacks precision. For example, the explanation of the air cooling and cloud formation is vague, and the mention of 'thousands of kilometers' is not supported by the provided diagram, which is a minor misinterpretation of the visual data. While the main stages are identified, the response would benefit from a more structured approach to the sequence of events and a clearer distinction between the windward and leeward sides of the mountain range.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the internal structure is weak. The flow of ideas is often disjointed, and the use of cohesive devices is limited and sometimes mechanical (e.g., 'then', 'in this way'). The transition between the description of the wind rising and the subsequent rain is abrupt. Furthermore, the referencing is occasionally unclear, making it difficult for the reader to follow the logical progression of the process. Improved use of linking words such as 'consequently', 'subsequently', or 'whereas' would help to better connect the stages of the cycle.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive, relying heavily on simple terms like 'wind', 'moist', and 'change'. There are several instances of awkward word choice and collocation errors, such as 'step wise reach the level of sky' and 'wind upper the sea level'. These errors occasionally impede the clarity of the explanation. To reach a higher band, you should aim to use more precise scientific terminology related to the process, such as 'moisture-laden', 'condensation', 'leeward side', or 'precipitation', rather than relying on general descriptive language.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but the accuracy is inconsistent. There are frequent grammatical errors, particularly with articles ('the sea are the main factor'), subject-verb agreement ('dry air continuously blowing'), and sentence fragments. Punctuation is also problematic, with missing spaces after commas and periods. While the meaning is generally understandable, the high frequency of errors in basic grammar structures prevents the response from reaching a higher band. Focusing on sentence construction and proofreading for basic errors would significantly improve the quality of your writing.

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