Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-06

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 rendered diagram depicts the information of one type of desert, which is know as rain shadow desert.

overall, it is readily apparent that transformation starts with wind approach to cast and ends with dry wind reach inland areas and rain shadow desert is formed.

It can be clearly sun that, coast which is near the sea and mountain and spread between thousands of kilometers. In the first stage, wind approach to the coast and it go on upwards direction. After that, when wind rise it go up to the mountain then its catch air & its become moise air is rise and coal. Nextly After coal, celouds are formen and rain is started.

Turning towards the remairig remaining information, After rain, it go down to leeward side and dry air countinus to blocomy over the mountain and reached to inland area and & on in inland finally rain-showdow desert is formed.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main stages of the rain-shadow desert formation process, identifying the wind movement, mountain barrier, and the resulting dry conditions. However, the description is somewhat superficial and lacks precision. For instance, the explanation of the meteorological process (moisture, cooling, and precipitation) is unclear and contains significant inaccuracies in terminology. While the main features are reported, the lack of clarity in the explanation of the scientific process prevents a higher score. The overview is present but lacks the necessary detail to fully capture the essence of the diagram.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, which helps the reader follow the progression. However, the use of cohesive devices is often mechanical or inaccurate, such as 'Nextly After coal' and 'Turning towards the remairig remaining information'. The referencing is sometimes confusing, and the flow between sentences is frequently interrupted by grammatical errors. While there is an overall attempt at a logical sequence, the lack of control over linking words and the repetitive nature of some transitions limit the effectiveness of the organisation.

Lexical Resource — Band 4.5

The vocabulary is limited and often inaccurate. There are frequent spelling errors (e.g., 'know' instead of 'known', 'sun' instead of 'seen', 'moise' instead of 'moist', 'coal' instead of 'cool', 'celouds' instead of 'clouds', 'blocomy' instead of 'blowing'). The word choices are often inappropriate for an academic report, such as 'its catch air' and 'go on upwards direction'. The range is insufficient to describe the process with the necessary precision, and the persistent spelling mistakes occasionally impede the reader's understanding.

Grammatical Range and Accuracy — Band 4.5

The response contains a high frequency of grammatical errors, including subject-verb agreement ('wind approach', 'clouds are formen'), incorrect verb tenses, and awkward sentence structures. There is very little evidence of complex sentence structures, and the simple sentences used are often marred by errors. Punctuation is also problematic, with unnecessary symbols and inconsistent use of commas. The errors are pervasive and frequently cause difficulty for the reader, indicating a lack of control over basic grammatical rules.

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