Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-07

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 illustrate that how a type a deser formed into a rain shadow desert.

Overall diagram shows various steps of formation of rain shadow in deserts. The different steps shown in the image about creation of its. It steps includes from winds approach coast after that the steps includes rain falls and dry winds reach inland areas.

The steps is winds approach coast from sea then winds pushed upward due to tilt, due to this moist air risens and cools down, after cools down it forms into a wide amount of clouds at windsward side'

The clouds falls rain after that, due to a heavy rain the air turns into dry and air countineous travel from upward to bottom of the mountain. After that air leaves the leeward sides and the dry winds reach inland areas from the windsward side after travels a thousands of kilometers from sea to mountain, then inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task by describing the process of rain-shadow desert formation. However, the summary is somewhat repetitive and lacks a clear, professional overview. While the main stages—moist air rising, cooling, precipitation, and the resulting dry air—are identified, the explanation is occasionally confusing, such as the claim that dry winds reach inland areas 'from the windsward side.' The description of the process is somewhat disjointed, and the lack of precise terminology (e.g., 'tilt' instead of 'mountain range') limits the clarity of the report. To improve, ensure that the sequence of events is described logically and that the terminology accurately reflects the scientific process depicted in the diagram.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the internal structure is weak. The progression of ideas is often circular rather than linear, making it difficult for the reader to follow the process. Cohesive devices are used, but they are often mechanical or misused, such as 'after that' and 'due to this,' which appear frequently and repetitively. Referencing is also unclear at times, particularly in the second paragraph where the connection between the wind, the mountain, and the resulting weather patterns becomes muddled. Improving the use of linking words and ensuring each sentence builds logically upon the previous one would significantly enhance the flow of the response.

Lexical Resource — Band 5.0

The vocabulary is limited and often imprecise. There are several instances of word-choice errors, such as 'risens' (instead of 'rises'), 'countineous' (continuous), and 'windsward' (windward). The student relies on basic vocabulary to describe complex geographical processes, which prevents a more sophisticated analysis. There is also evidence of spelling errors that occasionally hinder readability. To reach a higher band, the student should focus on learning topic-specific vocabulary related to geography and weather, such as 'moisture,' 'precipitation,' 'leeward,' and 'topography,' and ensure that these terms are used correctly in context.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that affect the clarity of the writing. There are issues with subject-verb agreement ('The steps is,' 'air risens'), article usage ('a type a deser'), and sentence structure. Many sentences are fragmented or run-on, making the text difficult to parse. While there is an attempt to use complex structures, these are often faulty, leading to confusion. To improve, the student needs to focus on basic sentence construction, ensuring that subjects and verbs agree and that clauses are connected correctly. Reducing the number of errors in simple sentences should be the priority before attempting more complex grammatical forms.

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