Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-17

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 formation of rain-shadow desert involves several stages, starting with the winds approach coast and ending with dry winds reach inland areas.

After the winds approach coast, pushed upward and then moist air rises and cools. In the next step clouds form. Subsequently, rain falls, dry air continues over mountain and after that dry winds reach inland areas.

The first step involves winds reach at coast near sea. Foloowing this, air moves upward direction. The next stage involves where moist air coming from downward cools and then after that cool meterial converts into clouds. Once clouds form, rain is done to falls at the top of mountains. Afterward, dry air flow over mountain from leeward side. Finally, winds from upward direction reach inland areas at the end of this phase and at this point formation of rain shadhow desert is complete.

This whole method flow thousand of kilometers and then final product is done.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to describe the seven-stage process of rain-shadow desert formation shown in the diagram, beginning with winds approaching the coast and ending with dry winds reaching inland areas. However, the response falls short of fully satisfying the task requirements due to limited development and awkward phrasing. Key spatial relationships, such as the windward and leeward sides of the mountains, are only partially integrated (e.g., 'dry air flow over mountain from leeward side'), and the overall report lacks the clear, structured overview expected in an academic task. While the sequence of steps is generally followed, the descriptions often slip into unnatural repetitions and vague phrasing, such as 'rain is done to falls' and 'final product is done', which obscures the precise mechanical explanation of the process. Consequently, the response merits a Band 5.0 for addressing the task only partially with limited idea development.

Coherence and Cohesion — Band 5.0

The text is organized into four brief paragraphs that attempt to mirror a standard introduction, body, and conclusion format. However, coherence is significantly disrupted by awkward transitions, repetitive sentence openings, and a lack of smooth progression between ideas. For instance, transitional phrases like 'After the winds approach coast...' and 'The first step involves winds reach at coast...' feel mechanical and repetitive. Paragraphing is present, but individual paragraphs are disjointed, particularly the second and third paragraphs which repeat overlapping stages of the cycle without clear logical sequencing. Reference words are sometimes misused or unclear, making the overall progression difficult to follow at times. This warrants a Band 5.0 for a basic level of organization that lacks overall fluid progression and effective cohesive devices.

Lexical Resource — Band 5.0

The vocabulary used throughout the response is basic, repetitive, and often unnatural. The student frequently lifts terms directly from the prompt, such as 'winds approach coast', 'moist air rises and cools', and 'clouds form', without adapting them into grammatically appropriate structures. Furthermore, there are awkward word choices and unidiomatic expressions, such as 'cool meterial converts into clouds', 'rain is done to falls', and 'final product is done'. Less common lexical items are attempted but fail due to poor collocation and erroneous word forms (e.g., 'rain shadhow'). Spelling errors also occur. The lexical range is limited and minimally adequate for conveying basic meaning, restricting the score to a Band 5.0.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence structures, but control over grammar and syntax is weak. Frequent grammatical errors impede readability and distort meaning, including missing prepositions and articles (e.g., 'winds approach coast', 'winds reach at coast'), incorrect verb forms (e.g., 'winds pushed upward' instead of 'winds are pushed upward', 'rain is done to falls'), and subject-verb agreement issues (e.g., 'cool meterial converts'). Punctuation is basic, and complex clauses frequently break down due to poor syntactical control. Because errors are frequent and often cause difficulty for the reader, the performance aligns with the Band 5.0 descriptor for grammatical range and accuracy.

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

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