Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-25

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 illustrates the formation of rain-shadow deserts.

Here is the overall formation of rain-shadow deserts If we see a diagram where we see a process of Sea Water process towards to the clouds went through a thousand of kilometres by winds and reach at the end of rain-shadow desert.

Process starts from the Sea Coast to winds approach coast from sea level towards winds pushed upwards and then moist air rises and cools toward clouds form and that is the formation of clouds when those clouds reached at the top of the mountains then rain falls process starts and when clouds move towards to leeward side Dry air continues over the mountain and leeward side continue to move downward and transform to dry winds reach inland areas and so on.

That's how the full process of the formation of rain-shadow deserts works

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 score. While the student attempts to describe the process, the explanation is fragmented and lacks a clear, logical overview of the stages. The description of the process is somewhat confusing, particularly the transition from the sea to the leeward side. Key features, such as the distinction between the windward and leeward sides, are mentioned but not clearly explained or contrasted. To improve, the student should ensure all parts of the diagram are clearly described in a structured manner and meet the length requirement to allow for full development of the information provided.

Coherence and Cohesion — Band 5.0

The response lacks a clear paragraph structure, consisting of a series of loosely connected sentences rather than a cohesive report. The use of cohesive devices is minimal and often repetitive, such as the frequent use of 'and' to join clauses. There is no clear progression of ideas; the text feels like a stream of consciousness rather than a formal summary of a diagram. To improve, the student should use clear paragraphing (introduction, body, and summary) and a wider range of linking words (e.g., 'subsequently', 'as a result', 'in contrast') to guide the reader through the process.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive, relying on simple terms like 'process', 'formation', and 'move'. There is little attempt to use academic or technical vocabulary appropriate for describing a geographical process (e.g., 'evaporation', 'condensation', 'precipitation', 'topography'). Some phrases are awkward or non-standard, such as 'Sea Water process towards to the clouds'. To achieve a higher band, the student needs to incorporate more precise, topic-specific terminology and demonstrate a better grasp of collocations related to scientific or environmental processes.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, including issues with sentence structure, verb tense consistency, and preposition usage. Many sentences are run-on or lack proper punctuation, such as 'Process starts from the Sea Coast to winds approach coast from sea level towards winds pushed upwards'. The lack of complex sentence structures limits the range of grammar demonstrated. To improve, the student should focus on writing complete, grammatically correct sentences and practice using complex structures like relative clauses or passive voice, which are essential for describing processes in Academic Task 1.

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

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