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 following picture depicts the information about the formation of rain-shadow deserts. The diagram illustrates the whole formation in seven steps.
First of all, the winds reach at the coast. Then the winds push upwards. When these go upwards, moist air cools after rising. Clouds formed due to this activity. Rain falls after the formation of clouds. The diagram show one more thing that is windward and leeward side along the mountains.
When the rain falls, the dry air continues to wind over the mountain. The leeward side is the side along the mountains to downward towards inland. The dry winds reach in inland areas. The rain-shadow desert is the inland area. The rainy season continues in hilly area like Muree. Rain falls due to the winds which take place in the sea.
In conclusion, rain falls when the moist air rises and cools. Clouds formation is also the key factor of the rain falling.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to summarise the diagram illustrating the formation of rain-shadow deserts. However, the response fails to fully cover all key features and incorporates irrelevant external information, such as mentioning specific places like 'Muree'. The description of the process is somewhat disjointed and lacks a clear overview of the overall mechanism, which is a vital component of Task 1. Key stages like the windward side, moisture condensation, rain precipitation, and the dry leeward descent into the inland desert are described in a basic and fragmented manner rather than as an integrated, logical process. Consequently, the response aligns best with Band 5, as it addresses the task only partially with limited development of ideas.
Coherence and Cohesion — Band 5.0
The text is organized into short paragraphs, but the overall progression lacks cohesion and smooth logical flow. The writer uses basic sequencing phrases like 'First of all' and 'Then', but transitions between sentences are frequently abrupt and mechanical (e.g., 'The diagram show one more thing that is windward...'). Referencing is occasionally unclear, and the insertion of irrelevant geographical examples disrupts the structural unity of the response. Paragraphing is attempted, but individual paragraphs are disjointed rather than functioning as cohesive blocks of information. These organizational and transitional limitations place the response firmly at Band 5.
Lexical Resource — Band 5.0
The vocabulary used is basic, repetitive, and heavily relies on words directly lifted from the prompt or overly simple terms (e.g., 'winds reach at the coast', 'rain falls', 'dry air'). There are noticeable lexical inaccuracies, such as 'continue to wind over the mountain' and 'winds which take place in the sea'. The range of vocabulary is minimally adequate to convey the basic topic, but it lacks the precision and flexibility required for higher bands. Attempts to use less common or academic vocabulary are largely absent. Therefore, a score of 5.0 is appropriate for lexical resource.
Grammatical Range and Accuracy — Band 5.0
The response features a very limited range of grammatical structures, relying mostly on simple sentences with occasional basic complex forms. There are frequent grammatical errors and awkward phrasing throughout the text, such as 'winds reach at the coast' (incorrect preposition), 'When these go upwards' (vague pronoun reference), 'The diagram show' (subject-verb agreement error), and 'reach in inland areas'. While these errors rarely completely impede communication, their frequency and the lack of complex structure control restrict the grammar score to Band 5.
See this exact question answered at other band scores — the same prompt compared across bands.
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