Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-15

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 illustrated diagram depicts the stages about a desert, which is called a rain-shadow desert, the process shows us how it is formed.

Overall, it is clear that the diverse steps show us the detailed process of the way mountains help in the of rain. Moreover, how wind approaches to the coast and how the dry winds reach to the inland areas. A huge gap of thousands of kilometers in between the coast and the inland areas is shown in the diagram.

In general, the formation of rain starts from a sea from where wind approaches and the sea pushes winds into upward direction, after that the moist air rises and creates the cool air which went upside crossing the mountains windward side and converted into clouds form. Furthermore, after the clouds formed rain.

In addition, after the rain falls from the peak of the mountain the dry air proceeds over mountain and starts coming downwards while crossing the leeward side of the mountain. At the last step dry winds reached to the inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The student attempts to describe the diagram showing the formation of a rain-shadow desert, successfully identifying key features such as the sea, the windward and leeward sides of the mountain, the formation of clouds and rain, and the dry winds reaching inland areas over thousands of kilometres. However, the response suffers from some inaccuracies and a lack of clear development in places, particularly in the third paragraph where the expression becomes tangled ("creates the cool air which went upside crossing the mountains windward side and converted into clouds form"). Furthermore, the overview is somewhat repetitive and vague ("the way mountains help in the of rain"). Overall, the response addresses all parts of the visual data, but the execution is limited by underdeveloped phrasing, placing it at a Band 5.5 to 6.0 level. We award a Band 5.5 as some parts lack clarity.

Coherence and Cohesion — Band 5.0

The text is divided into four paragraphs, attempting an introduction, an overview, and body paragraphs detailing the stages. Paragraphing is present, but internal cohesion is frequently faulty and mechanical. The writer relies heavily on basic cohesive markers like "Moreover", "In general", and "In addition", and phrases like "At the last step" are rather unnatural. Referencing is sometimes unclear, such as "the process shows us how it is formed" followed immediately by a fragmented overview. The logical progression is somewhat hindered by run-on sentences and awkward transitions between steps in the process, which disrupts the flow of information. This aligns closely with the Band 5.0 descriptors, where cohesion is at times inadequate or repetitive.

Lexical Resource — Band 5.0

The student uses an adequate range of vocabulary for the task, successfully incorporating terms from the prompt such as "rain-shadow desert", "windward side", "leeward side", and "inland areas". However, there are notable instances of poor word choice, awkward collocations, and missing words, such as "help in the of rain", "went upside", and "clouds formed rain". Vocabulary is limited and repetitive in places (e.g., repeatedly using "winds approach" and "dry winds"), and attempts at less common vocabulary lead to noticeable errors and unnatural phrasing. These lexical shortcomings place the response firmly in the Band 5.0 range, as the errors occasionally cause difficulty for the reader.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, but control over grammar is weak. There are frequent grammatical errors, such as missing prepositions, incorrect verb forms ("wind approaches and the sea pushes winds into upward direction"), and fragmented clause structures ("Moreover, how wind approaches to the coast and how the dry winds reach to the inland areas"). Many sentences are poorly constructed run-ons linked incorrectly with commas or conjunctions, which impedes readability. Although the meaning can mostly be deciphered, the high frequency of grammatical mistakes means the response does not achieve a Band 6.0, fitting more appropriately into Band 5.0 due to frequent errors that cause reading difficulty.

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

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