Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-14

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 DIAGRAM ILLUSTRATES THE VARIOUS STEPS WHICH ARE REQUIRED FOR RAIN- SHADOW DESERT.

IN GENERAL OVERVIEW, IT SEEMS THAT GEETING WATER FROM THE SEA IN THE FORM OF RAIN WATER AND FALLS DOWN TO THE SEA , OCEANS AGAINIS LENGHTY PROCESS WHICH HAS SEVERAL STAGES, WHILE OMITTING ANY STEP, THE ENTIRE PROCESS CAN BE DISTURBED.

TO START THE PROCEDURE, THE WATER FROM THE SEA GOES UP WITH THE HELP OF SUN HEATS THROUGH WINDS ARE APPROACHED TO THECOAST FOLLOWED BY WINDS PUSHED UPWARDS WHERE MOIST AIR RISES AS A VAPOR. HENCE, THIS PROCESS IS KNOWN AS EVAPORATION AND AIR COOLS DOWN AS A RESUT THE CLOUDS ARE FORMED, THIS PROCESS IS KNOWN AS CONDENSATION.

MOVING A HEAD, PRECIPITATION PROCESS IS FORMED IN WHICH WATER CAME BACK TO THE SEA IN THE FORM OF RAIN. FOLLOWED BY DRY AIR CONTINUES OVER THE MOUNTAIN AND WATER SLOWLY FALLING DOWN TO THE MOUNTAIN FROM LEEWARD SIDE ONCE THE PROCESS IS OVER , THE DRY WINDS REACH BACK IN THE ARES. THIS PROCESS IS CONTINUES.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to summarise the diagram illustrating the formation of a rain-shadow desert, providing an overview and describing several stages of the process. However, the response suffers from significant misinterpretations of the diagram's sequence and geographical mechanisms. For instance, the text states that 'water from the sea goes up with the help of sun heats through winds are approached to the coast,' which conflates multiple distinct stages into an unclear description. Furthermore, the description of precipitation and the leeward side contains logical inconsistencies regarding how dry air and water move over the mountain. While the main features are touched upon, the lack of accurate detail and flawed progression place this performance at Band 5.0.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, beginning with an introduction and overview, followed by developmental stages. However, the progression of ideas is frequently disrupted by awkward transitions and confusing sentence structures, such as 'MOVING A HEAD, PRECIPITATION PROCESS IS FORMED IN WHICH WATER CAME BACK TO THE SEA IN THE FORM OF RAIN.' Cohesive devices are either misused or applied mechanically ('TO START THE PROCEDURE,' 'HENCE'), which fails to guide the reader smoothly through the scientific process. Paragraphing is attempted, but internal coherence within the paragraphs is weak due to run-on structures and unclear referencing. Overall, this aligns with the characteristics of Band 5.0.

Lexical Resource — Band 5.0

The student demonstrates a basic vocabulary range suitable for describing a natural process, utilizing terms such as 'evaporation,' 'condensation,' 'precipitation,' and 'moist air.' However, word choice and collocation errors are frequent and noticeable, such as 'sun heats,' 'geeting water,' and 'in the ares' (areas). There is also an over-reliance on simple vocabulary combined with awkward phrasing like 'water slowly falling down to the mountain from leeward side.' While the terminology shows an attempt to address the topic, the lexical inaccuracies cause some difficulty for the reader, fitting the Band 5.0 descriptor.

Grammatical Range and Accuracy — Band 5.0

The writing exhibits a very limited range of grammatical structures, relying heavily on simple clauses strung together with coordinating conjunctions or faulty relative clauses. Attempts at complex sentences frequently result in serious structural errors and fragmented syntax, such as 'THE WATER FROM THE SEA GOES UP WITH THE HELP OF SUN HEATS THROUGH WINDS ARE APPROACHED TO THE COAST FOLLOWED BY WINDS PUSHED UPWARDS.' Punctuation and capitalization are also problematic, with the entire response written in uppercase letters and commas often misused or missing. Frequent grammatical errors cause considerable strain for the reader, justifying a Band 4.5 score, rounded up to 5.0 based on positive marking for communicative intent.

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