Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-23

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)

As the diagram below shows how one type of desert, known as a rain-shadow desert, is formed. It consists of 7 steps, and here I will illustrate these steps.

As in the first step the winds approach coast and then the wind is pushed upwards following this moisture air rises at the windward side and it cools down the wind. When the wind is cool down the clouds form, which will then become the reason of the rain fall.

When the rain occurs the dry air occurs and it continues over the mountains at the leeward side and in the last step the dry winds reach at the inland areas.

This is how the rain-shadow desert is formed following 7 steps one by one. That how the moist air cools down the winds to form the rain and when the rain is formed the dry air dry the winds and reach the inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the process, but it fails to clearly identify the key stages of the rain-shadow effect. While it mentions the wind, moisture, and mountains, the description is repetitive and lacks the analytical precision required for an Academic Task 1. The student focuses on counting steps rather than explaining the scientific progression of the phenomenon. The summary is somewhat disjointed, and the final paragraph merely repeats information already provided rather than synthesizing the main features. To improve, focus on clearly distinguishing between the windward and leeward sides and explaining the causal relationship between altitude, cooling, and precipitation.

Coherence and Cohesion — Band 5.0

The essay is organized into short paragraphs, but the logical flow is weak. The use of cohesive devices is repetitive and mechanical, such as the frequent use of 'and' and 'then'. The transition between the steps is not smooth, and the final paragraph is redundant, adding little new information. Referencing is sometimes unclear, such as in the phrase 'it cools down the wind', where the subject is ambiguous. To improve, use a wider variety of linking words (e.g., 'consequently', 'subsequently', 'as a result') and ensure each paragraph serves a distinct purpose in the overall explanation.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive. Words like 'wind', 'rain', and 'dry' are used repeatedly without variation. There is little attempt to use academic or technical terminology appropriate for a process description (e.g., 'condensation', 'precipitation', 'arid', 'moisture-laden'). Some word choices are awkward, such as 'become the reason of the rain fall' and 'dry air dry the winds'. To improve, expand your range of vocabulary by using more precise scientific terms and synonyms to avoid repetition.

Grammatical Range and Accuracy — Band 5.0

The response relies heavily on simple sentence structures. There are frequent grammatical errors, such as 'As the diagram below shows how...' (which is a fragment) and 'When the wind is cool down' (incorrect passive voice). Subject-verb agreement and tense consistency are also problematic throughout the text. While the meaning is generally understandable, the high frequency of errors in basic structures prevents the response from reaching a higher band. To improve, practice using complex sentence structures, such as relative clauses and conditional sentences, and pay closer attention to verb forms and sentence boundaries.

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

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