Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-08-31

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 given process diagram illustrate the process formation of rain-shadow deserts .

There are overall seven stages all the stages is linear stage starts from winds approach coast to till the end of dry winds reach inland areas.

The process from when the wind approach coast from the sea this is the stating point of the process in the next step the winds pushed upwards where as in the third step the winds the pushed wind there moist air rises and cools it then they are form clouds where as in the fifth step the formed cloud do the precipitation at the top of the mountain and then they move down words towards the Inland the dry air continues over mountain and this side of the mountain known as leeward side and in the last step the dry wind reached to the Inland .This complete process covers about thousands of kilometers and months of time .

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response identifies the main features of the process, such as the wind movement, cloud formation, and precipitation. However, the description is somewhat mechanical and lacks a clear, analytical overview. While the stages are listed, the connection between the geographical features (mountain, leeward side) and the meteorological process could be more effectively integrated. The summary of the process is accurate, but it lacks the sophisticated synthesis required for higher bands. The inclusion of external information about 'thousands of kilometers and months of time' is not supported by the provided diagram, which is a minor issue in task focus.

Coherence and Cohesion — Band 5.0

The essay is divided into three short paragraphs, but the logical flow is hindered by repetitive phrasing and a lack of varied cohesive devices. The use of 'in the next step', 'in the third step', and 'in the fifth step' creates a mechanical, list-like structure rather than a fluid explanation of a natural process. Referencing is sometimes unclear, such as 'the winds the pushed wind', which disrupts the reader's understanding. Paragraphing is present, but the transition between the introduction and the body is abrupt, and the conclusion is merged into the final paragraph, lacking a distinct structure.

Lexical Resource — Band 5.0

The vocabulary is generally limited and repetitive. Words like 'process', 'step', and 'winds' are used frequently without variation. There are also errors in word formation and collocation, such as 'process formation' instead of 'formation process' and 'move down words' instead of 'move downwards'. While the meaning is generally conveyed, the range of vocabulary is insufficient to demonstrate the flexibility required for higher bands. The student relies on basic terminology and struggles to use more precise scientific or descriptive language appropriate for a diagram description.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede readability. Subject-verb agreement is inconsistent, for example, 'diagram illustrate' instead of 'diagram illustrates' and 'all the stages is' instead of 'all the stages are'. Sentence structures are largely simple or contain errors when attempting complexity, such as 'the winds pushed upwards where as in the third step the winds the pushed wind'. Punctuation is also problematic, with inconsistent spacing around periods and commas. The lack of control over basic sentence construction significantly limits the score in this criterion.

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