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 diagram illustrates the formation of rain-shadow deserts.

Overall, it consists of seven steps, the main stages involves formation of clouds, converting into rain fall and the final stage it reached into a form of dry winds.

Firstly, wind in the sea combines with the coast and they pushed the winds upwards. In the windward side the moisture in the wind raise and when it cools then it converted into clouds. After the formation of clouds, then they used artificial things to form rain droplets which falls into the mountains.

Following that, dry air continues over mountain and then reaches to the leeward side. There is thousands of kilometers between the coast and the Inland. From the Leeward side the dry winds reached to the inland areas. As the final result, the tiny small particles were found on the Inland and these were named as rain shadow desert. That is the whole process of rain shadow deserts that will happened into the deserts.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main stages of the rain-shadow desert formation, but the description is inaccurate and confusing. For example, the claim that 'they used artificial things to form rain droplets' is a misinterpretation of the diagram, which likely depicts natural condensation. Furthermore, the explanation of the process is somewhat disjointed, and the final summary lacks clarity regarding the geographical transition. While the main features are identified, the lack of precision in describing the scientific process and the inclusion of inaccurate information prevents a higher score. To improve, focus on accurately interpreting the visual data provided rather than speculating on the mechanisms.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and occasionally awkward, such as 'As the final result' and 'That is the whole process'. The logical progression is hindered by the confusing explanation of the process itself. Referencing is sometimes unclear, particularly in the transition between the windward and leeward sides. While there is an overall attempt at structure, the flow between sentences is often interrupted by grammatical errors and imprecise phrasing, which affects the clarity of the information presented.

Lexical Resource — Band 5.0

The vocabulary range is limited and often imprecise. There are instances of word-choice errors, such as 'artificial things' to describe natural meteorological processes and 'tiny small particles' which is redundant. The phrasing 'wind in the sea combines with the coast' is unnatural and lacks the technical precision required for a process description. While the student attempts to use topic-specific vocabulary like 'windward', 'leeward', and 'moisture', the overall control is weak. To reach a higher band, the student should focus on using more accurate terminology and avoiding redundant or vague descriptors.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede the reader's understanding. There are issues with subject-verb agreement (e.g., 'the main stages involves', 'moisture in the wind raise') and tense consistency (e.g., 'that will happened'). Sentence structures are generally simple, and attempts at complex sentences are often faulty, such as 'when it cools then it converted into clouds'. Punctuation is generally functional, but the overall control of grammar is inconsistent. A greater focus on basic sentence construction and verb tense accuracy is necessary to improve the clarity and quality of the writing.

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