Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-23

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 process gives information on a formation of desert type normaly called rain-shadow desert.

Overall, formation of rain-shadow desert have 7 main steps that start by the winds arise from costal areas. It ends by the winds reach inland place through dry air on mountain.This long steps also involved one of the important part called rain.

The step start from the sea when winds hit the border of mountain and pushed up by presure after that the moist air rises and cool normaly. Step 4 is the formation of cloud windwards side by the evaprated air.

The next important step and important step for the cycle is rain, rain falls happen above the mountain and leed to dry air by leeward side to inland; Last step when winds arise from costal areas it shoes the rain shadow desert formation.

In conclugen, rain shadow desert formation have all 7 step from winds arise from costal areas to winds arise from costal areas all have its importance as the above parqagraph mentiond.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student attempts to describe the seven-step process of rain-shadow desert formation shown in the diagram, meeting the minimum word requirement. However, the response falls into Band 5 because the overview is confusing and inaccurate, stating the process ends by 'winds reach inland place through dry air on mountain' rather than capturing the overall geographical flow from sea to inland. Furthermore, the details of the steps are somewhat mechanical and lack clear synthesis or comparison of the stages. While all parts of the prompt are touched upon, the lack of a clear, coherent overview and under-developed details prevent the response from achieving a higher score.

Coherence and Cohesion: Band 5.0

The text is divided into paragraphs, but the overall logical progression is frequently disrupted by awkward transitions and confusing sentence structures. Cohesive devices are used awkwardly or inaccurately, such as starting sentences with 'Step 4 is...' or 'Last step when...'. Paragraphing is attempted, but the grouping of ideas lacks internal logical unity. Referencing is sometimes unclear, making it difficult for the reader to follow the exact sequence of the geological process without referring back to the original diagram.

Lexical Resource: Band 5.0

The vocabulary used is basic and repetitive, frequently relying on direct lifting from the prompt or misspelled words (e.g., 'normaly', 'presure', 'evaprated', 'leed', 'conclugen', 'parqagraph'). There are limited attempts at less common vocabulary, and those that are attempted often contain spelling or collocation errors, such as 'winds arise from costal areas' instead of 'winds approach the coast'. The lexical range is adequate only for very basic communication.

Grammatical Range and Accuracy: Band 4.5

The student uses a mix of simple and attempting complex sentences, but grammatical accuracy is very low. Frequent errors occur in verb tenses, subject-verb agreement, and prepositions (e.g., 'formation of desert type', 'winds reach inland place', 'rains falls happen'). Run-on sentences and fragments are also present, such as 'It ends by the winds reach inland place through dry air on mountain.This long steps also involved...'. These frequent errors frequently cause strain and confusion for the reader.

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