Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-18

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 flow diagram describes the process of type of desert from rain-shadow desert by various steps.

Overall, it can be seen that from wind approach coast, moist air steadily going upward and get cool. Moreover,at top of the mountain, rain fall started after that dry air continues leeward side over mountain. Furthermore, dry winds which was known by final stage.

Describing in detail,in the very first stage,winds approach coastline from the coast areas to mountain where winds pushed upwards and moist air rises and cools and turn into clouds form. Moreover,rain started falls and winds turn their direction onto leeward side. At that time, dry air continues fall over mountain and reach inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count of 150 words, coming in at only 114 words, which incurs a significant penalty under Task Achievement. On a content level, the student attempts to trace the stages of a rain-shadow desert formation, mentioning key features such as winds approaching the coast, moist air rising and cooling, clouds forming, rain falling, and dry air crossing the mountains. However, the overview is extremely weak and lacks clarity, failing to effectively summarize the main overall trend or mechanism of the process. Furthermore, the description is somewhat fragmented and lacks the depth and extension required for a higher band. To improve, the student must write at least 150 words, provide a clearer overarching introduction, and elaborate more systematically on all key spatial and sequential transitions in the diagram.

Coherence and Cohesion — Band 5.0

The text is organized into basic paragraphs, attempting an introduction, an overview, and a detailed body paragraph. However, the overall progression is hampered by awkward phrasing and abrupt transitions. Cohesive devices are used mechanically or inappropriately, such as starting sentences with 'Moreover' and 'Furthermore' redundantly, or using vague referencing like 'which was known by final stage'. Paragraphing is also somewhat unconventional, with the overview split awkwardly and a very short concluding overview sentence. While the general sequence of the diagram is followed, the connections between ideas often feel disjointed, making the text harder to follow than expected for a competent score.

Lexical Resource — Band 5.0

The lexical range is limited and repetitive, with frequent word choice and collocation errors that impede natural expression. Examples of awkward usage include 'process of type of desert from rain-shadow desert', 'moist air steadily going upward and get cool', and 'rain start falls'. The student attempts some topic-specific vocabulary such as 'coastline', 'winds', and 'moist air', but struggles with accurate grammatical forms of these words (e.g., 'clouds form' instead of 'forming clouds', 'rain started falls'). Spelling is generally acceptable, but the overall vocabulary control remains basic and restricted, preventing the response from achieving a higher band.

Grammatical Range and Accuracy — Band 4.5

The response displays a very limited range of grammatical structures. Most sentences feature basic or faulty attempts at complex forms, accompanied by frequent grammatical errors. Examples include tense inconsistencies and incorrect verb forms such as 'winds approach coast, moist air steadily going upward and get cool', 'rain fall started', and 'dry winds which was known by final stage'. Punctuation is also weak, with missing spaces after commas and periods (e.g., 'Moreover,at top'). These persistent errors cause noticeable difficulty for the reader and restrict the grammatical score to the lower bands.

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

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