Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-19

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 shows about the formation of desert known as a rain shadow desert. It takes the lot of time to formed desert.There is the lot of process for the formation of desert.

Overall,the process is start from the sea where first,wind approach coast and in the top of the mountains rain fall occures. And finally in the end of the process dry air reach to the inland areas and formed rain shadow desert through multiple steps.IT goes through the sea and mountain between thousands of kilometers

Firstly, winds approach coast in the sea area and pushed upwards from there then in the side of Windward side moist air rises and cools. After that clouds form and rain falls in the top of the mountain.

secondly,Dry air continues in the mountain and the from leeward side and made dry winds and it reach in the end of process and finally formed rain -shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process of rain-shadow desert formation, but it lacks the precision and analytical depth required for an Academic Task 1. While the main stages are identified, the description is somewhat repetitive and lacks a clear, logical flow. The overview is quite weak, failing to synthesize the process effectively. The student mentions 'thousands of kilometers' and 'multiple steps', which are not clearly supported by the provided diagram. To improve, focus on clearly identifying the key stages (moist air rising, condensation, rain, and the dry leeward descent) without adding external information or vague generalizations. The response addresses the prompt but lacks the necessary detail and clarity to reach a higher band.

Coherence and Cohesion — Band 5.0

The response is organized into paragraphs, which is a positive step. However, the logical progression between ideas is often disjointed. The use of cohesive devices is mechanical and sometimes inaccurate, such as the repetitive use of 'finally' and 'in the end'. The transition between the sea, the mountain, and the leeward side is not smooth, making the process difficult to follow. Referencing is also inconsistent, with some sentences feeling disconnected from the previous ones. To improve, use a wider variety of linking words (e.g., 'subsequently', 'consequently', 'as a result') and ensure that each paragraph focuses on a distinct stage of the process to improve the overall flow.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying on basic terms like 'lot of', 'process', and 'formed'. There are several instances of awkward phrasing, such as 'wind approach coast' and 'rain fall occures'. The student struggles with collocations, for example, 'made dry winds' instead of 'creates dry winds'. While the meaning is generally understandable, the lack of precise, topic-specific vocabulary (such as 'condensation', 'precipitation', 'leeward', or 'prevailing winds') prevents the response from demonstrating a higher range. To improve, focus on learning and using subject-specific terminology related to geography and climate processes.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede readability. There are issues with subject-verb agreement ('wind approach', 'rain fall occures'), article usage ('in the top of the mountains'), and tense consistency. The sentence structures are predominantly simple, and attempts at more complex sentences often result in errors, such as 'Dry air continues in the mountain and the from leeward side and made dry winds'. Punctuation is also inconsistent, with missing spaces after commas and incorrect capitalization. To improve, focus on mastering basic sentence construction, subject-verb agreement, and the correct use of articles before attempting more complex grammatical structures.

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

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