Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-19

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 chart shows the steps of making up of a type of desert, commonly called as a rain-shadow desert. This includes overall seven stages, initiates from winds approches the coast, then to move upaward towards mountains aclled Windward stage to from clouds and causes rain falls and a dry air continue to move downward called as Leeward side and finally reaches Inland to form rain-shadow desert.

To begin, wind approches coast of the sea followed to pushed in upward direction to a mountain where it gets cooled and moist. At this stage of windward side this heavy air formed clouds at the top and causes rain falls.

After that leeward side stage happend, where the dry air contineus to move over mountain which finally reaches to the inland areas in the final stage. There it formed rain-shadow desert, a combination of dry air and inland areas. This rain-shadow desert thousands kilometer apparted from coast by a mountain between them.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The student attempts to cover the main stages of the rain-shadow desert formation process, successfully mentioning the winds approaching the coast, rising over the mountains, cooling to form clouds and rain, and the dry air descending on the leeward side towards the inland desert. However, the overview is poorly articulated and merged into a very dense introductory sentence rather than being presented as a distinct summary. Furthermore, some key features and labels from the diagram are missing or imprecisely described, such as the scale of 'thousands of kilometres' being phrased awkwardly ('thousands kilometer apparted'). Overall, all parts of the prompt are addressed, but the development and clarity are limited by awkward expression.

Coherence and Cohesion — Band 5.0

The response is divided into three short paragraphs, which provides a basic structural framework. However, logical progression is frequently hindered by clumsy referencing and awkward transitional phrases like 'After that leeward side stage happend'. Cohesive devices are either missing, mechanical, or mismanaged (e.g., 'initiates from winds approches... then to move upaward'). Paragraphing is attempted, but the internal flow within paragraphs is disjointed, leading to a somewhat erratic reading experience where relationships between stages are not always clearly signposted.

Lexical Resource — Band 5.0

The lexical range is limited and frequently repetitive, relying heavily on basic vocabulary or terms copied directly from the prompt (e.g., 'wind-shadow desert', 'coast', 'mountain', 'dry air'). There are numerous word-formation and spelling errors throughout the response, such as 'approches' instead of approaches, 'upaward' instead of upward, 'aclled' instead of called, and 'apparted' instead of apart. These lexical inaccuracies and non-standard word choices occasionally strain the reader's comprehension, placing the response firmly in the Band 5 category.

Grammatical Range and Accuracy — Band 5.0

The student attempts some complex structures, but these attempts are frequently faulty and non-standard. There is a heavy presence of grammatical errors, including subject-verb agreement issues, incorrect tense usage (e.g., 'steps of making up of a type', 'initiates from winds approches'), and fragmented or run-on sentences. Punctuation is also weak, with missing commas and periods causing sentences to drag on awkwardly. While simple ideas can be understood, the high frequency of grammatical errors impedes smooth communication and reflects limited grammatical control.

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