Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-17

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 illustration under depicts the one type of desert and how it is formed.

Overall, the 7 step cycle begin with winds are approaching coast and ends with dry air with go to the inland areas. This all are include various steps and the main one is how rain can be make by water. This happen in thousands of killometres.

The process starts with the winds that approach to the coast side , which are then go into upwards direction. After that, most wind rises and some are cools by windward side facing mountains.

A step 4, some new clouds was formed near the and then rain start falling into the surface. Then some dry air go over the mountains in the leeward side and in last stage the dry air can reached in simple areas and this process will happen again and again.

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 score. While you have attempted to describe the process, the summary is quite brief and lacks the necessary detail to fully explain the stages of the rain-shadow effect. The overview is somewhat vague, and the description of the steps is underdeveloped. To improve, ensure you provide a more comprehensive account of the process, including the specific interactions between the moist air, the mountain range, and the resulting dry conditions on the leeward side. The current response is too sparse to adequately cover all parts of the task.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, which is a positive step. However, the logical progression is hindered by awkward phrasing and a lack of cohesive devices. Transitions between sentences are often mechanical or missing, making the flow feel disjointed. For example, the use of 'A step 4' is non-standard and disrupts the reader's understanding. To improve, use a wider variety of linking words such as 'subsequently', 'consequently', or 'furthermore' to connect your ideas more fluidly. Additionally, ensure that each paragraph has a clear focus to help the reader follow the sequence of the process more easily.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive, relying on basic terms like 'go', 'make', and 'side'. There are several instances of word-choice errors, such as 'illustration under' instead of 'illustration below' and 'simple areas' which does not accurately describe the geography. The range of vocabulary is insufficient to convey the technical nature of the process clearly. To improve, try to incorporate more precise terminology related to geography and weather, such as 'prevailing winds', 'moisture-laden', 'precipitation', and 'arid'. Expanding your range of descriptive verbs and nouns will help you communicate the information more effectively.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text that occasionally impede clarity. Issues include subject-verb agreement ('winds are approaching', 'this all are include'), incorrect verb forms ('rain can be make', 'some new clouds was formed'), and awkward sentence structures ('the dry air can reached in simple areas'). The range of sentence structures is limited, consisting mostly of simple sentences with errors in tense and article usage. To improve, focus on mastering basic sentence construction, particularly subject-verb agreement and the correct use of passive voice, which is essential for describing scientific processes.

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