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 5.0

The response attempts to summarise the main features of the rain-shadow desert formation diagram, such as the moist air rising, cloud formation, rainfall, and dry air descending on the leeward side. However, the explanation contains several inaccuracies and misinterpretations of the visual process, such as stating that the formation takes place at a 'sea bed' and that winds approach the coast on the 'edge of mountain'. Furthermore, the description lacks a clear, logical overview of the entire process from start to finish. Key stages are under-developed or obscured by awkward phrasing, making it difficult to fully grasp the sequential cause-and-effect relationship depicted in the diagram. These limitations place the response at Band 5.0 according to the task achievement criteria.

Coherence and Cohesion — Band 5.0

The response is structured into an introduction, a body, and a brief conclusion, but the progression of ideas is frequently disrupted by confusing transitions and mechanical cohesion. Phrases like 'Subsequently, windside proposed the cooler moist air...' lack logical clarity and fail to establish clear relationships between sentences. Paragraphing is attempted, but the single long body paragraph crams multiple distinct stages of the process together without adequate separation. Referencing is also problematic, as pronouns and causal links like 'which get later results into rain fall' obscure the flow of information. Overall, the organisation shows some structure, but the lack of clear overall progression and flawed cohesion aligns best with Band 5.0.

Lexical Resource — Band 5.0

The vocabulary used is quite limited and frequently inappropriate for an academic task. Terms are misused or incorrectly collocated, such as 'sea bed' instead of coast or ocean, 'approache coast' (spelling and grammar errors), and 'vesseled dry winds'. There are also lexical inaccuracies like 'moist air rinsing' instead of rising, and 'plugged into the cloud'. While the writer attempts less common vocabulary, the frequent word-choice errors and awkward phrasings impede communication and strain the reader. This performance reflects the descriptors for Band 5.0, where vocabulary is minimally adequate but marred by noticeable errors.

Grammatical Range and Accuracy — Band 5.0

The response displays a very limited range of grammatical structures, and attempts at complex sentences are frequently faulty. There are persistent grammatical errors throughout the text, including subject-verb agreement issues ('winds approache', 'clouds lie... which get later results'), tense confusion ('rinsing' for rising, 'proposed'), and prepositional errors. Punctuation and sentence boundaries are also weak, leading to run-on structures like 'due to high pressure of air pushing winds into uward direction this may results in the formation of moist air rinsing'. These frequent errors cause considerable difficulty for the reader and firmly place the grammar performance at Band 5.0.

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