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 information regarding the process of the formation of rain- shadow deserts has been depicted by the assigned diagram.

Overall, it is luminous that the process contains seven stages. Its beginning with winds approach coast and culminating of dry winds reach inland areas.

At the fleeting glance over the diagram, the distance of thousands of kilometers between the sea and rain- shadow desert. Firstly, winds approach coast and then winds are pushed upwards. After pushing upwards the winds, moist air rises and cools.

Further scrutinizing and extracting the key features of diagram, moist air are converted into clouds form. After-that, rain falls are started to the clouds.

After rain falling, dry air has continued over mountains. At the ending, dry winds are reached an inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student attempts to describe the stages of the rain-shadow desert formation, the summary is underdeveloped and lacks sufficient detail. The overview provided is somewhat vague, and the description of the process is fragmented. To improve, the student should provide a more comprehensive summary of the key features, ensuring all stages are described with greater clarity and depth. The failure to reach the minimum length means the task is not fully addressed, resulting in a lower band score.

Coherence and Cohesion — Band 5.5

The essay is organized into short paragraphs, but the flow between ideas is often mechanical and sometimes confusing. The use of cohesive devices, such as 'Firstly', 'After-that', and 'At the ending', is repetitive and lacks sophistication. The logical progression is hindered by the brevity of the sentences and the lack of complex linking phrases. To improve, the student should focus on using a wider variety of cohesive devices to connect ideas more fluidly and ensure that each paragraph has a clear, unified focus that contributes to the overall summary.

Lexical Resource — Band 5.0

The vocabulary used is basic and occasionally inaccurate, such as 'luminous' used instead of 'clear' or 'obvious', and 'fleeting glance' which is not appropriate for an academic report. There is a lack of precise terminology related to geographical processes (e.g., 'moist air are converted into clouds form'). The range of vocabulary is limited, and the student struggles to use less common items effectively. To achieve a higher score, the student needs to incorporate more precise, topic-specific vocabulary and avoid awkward phrasing that obscures the intended meaning.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede clarity. Examples include subject-verb agreement issues ('moist air are converted', 'rain falls are started') and awkward sentence structures ('Its beginning with winds approach coast'). There is a lack of complex sentence structures, and the existing sentences are often simple or incorrectly constructed. To improve, the student must focus on basic grammatical accuracy, particularly verb tenses and subject-verb agreement, and practice constructing more complex, error-free sentences to demonstrate a wider range of grammatical control.

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

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