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 diagram below illustrates how one type of desert, known as a rain-shadow desert is formed .

Overall, the formation takes place at a sea bed where winds approache coast on the edge of mountain ,due to high pressure of air pushing winds into uward direction this may results in the formation of moist air rinsing. Although this highly intensive air pressure is quite cooler because it lies along the axis of mountain.

subsequently, windside proposed the cooler moist air to plugged into the cloud, formation of clouds lie at peak level which get later results into rain fall.

Accumulating water drops and dry air continously flow in a downward trend over the mountain, follows the path of leeward side, therefore vesseled dry winds reaches on the layer of inland which build upon rain-shadow desert .

In conclusion, diversified steps are involved in the formation of wind approach to form a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response successfully covers the main features of the rain-shadow desert formation process depicted in the diagram, beginning with moist air rising from the sea and culminating in dry winds on the leeward side. The overview captures the general trajectory of the process. However, some stages are described with a lack of precision and clarity regarding how the mechanisms operate. Phrases such as 'windside proposed the cooler moist air to plugged into the cloud' are confusing and obscure the exact scientific sequence shown in the visual prompt. Consequently, while all parts of the task are addressed, the development and precision of the reported features fall short of Band 7. It is awarded a band score of 6.0 because it presents an overview and main trends, but suffers from under-developed or unclear explanations in places.

Coherence and Cohesion — Band 5.0

The report attempts a logical organization, starting with an introduction, progressing through the formation stages, and ending with a brief conclusion. Paragraphing is utilized, separating the introduction, body stages, and conclusion. However, cohesion and referencing are frequently faulty and mechanical. The transitions between sentences feel disjointed, marked by awkward transitional phrases like 'subsequently, windside proposed the cooler moist air' and 'follows the path of leeward side'. Referencing of the stages is sometimes ambiguous, making it difficult for the reader to follow the exact spatial progression of the winds over the mountain. Paragraphing is basic and lacks sophisticated organizational control. Overall, the structural progression shows features of Band 5, as the sequencing is sometimes disrupted by confusing cohesive devices and mechanical referencing.

Lexical Resource — Band 5.0

The student attempts to use topic-specific vocabulary related to geography and weather, such as 'moist air', 'cloud', 'rain fall', 'dry winds', and 'desert'. However, the lexical control is weak, resulting in frequent inappropriate word choices and collocations. Examples include 'winds approache coast', 'uward direction', 'rinsing' (likely meaning rising), 'windside proposed', 'plugged into', and 'vesseled dry winds'. These errors impede communication and demonstrate a limited, inadequate range for higher band levels. While the student attempts less common items, the misuse of these terms prevents the vocabulary from being fully adequate or precise. This places the lexical resource performance firmly at Band 5.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, but control over grammar and punctuation is weak. There are frequent errors in verb forms, prepositions, articles, and word forms throughout the text. For instance, 'winds approache coast on the edge of mountain', 'pushing winds into uward direction this may results in', and 'clouds lie at peak level which get later results into rain fall'. Subject-verb agreement errors ('winds approache', 'this may results') and redundant tense markers are common. Punctuation errors, such as missing spaces before periods and incorrect comma splices, also detract from the quality. Because complex structures are frequently faulty and errors cause difficulty for the reader, the response aligns with the Band 5 descriptors.

See this exact question answered at other band scores — the same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.