Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-26
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 diagram shows how rain- shadow desert was formed. There are seven different stages involves in the formation of rain- shadow deserts.
In first three steps, movement of wind coast was seen, in first step Winds approach coast from sea move towards the mountain side. Wind helps coasts and help to push upward towards the windward side on mountain. As it moves upwards moisture increases, and it started cools down. In next step clouds was seen at top of mountain, as moisture increases in clouds then, heavy rainfall occurs at windward side of mountain which can be seen on one side of mountain at windward side.
Then in next two steps takes place on Leeward side, dry air starts to move on Leeward side over the mountain. After that wind continously enters inland areas.
At Windward side, its raining coninously and can be seen either from one side and from Leeward side, a desert can be seen clearly with dry winds.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The student attempts to summarise the seven stages shown in the diagram, beginning with winds approaching the coast and ending with dry winds reaching inland areas and the creation of a rain-shadow desert. However, the overview is rather weak, and some key features—such as the role of the mountains, the sea, and the transition from moist air to dry air over thousands of kilometres—are described with limited clarity and precision. Phrases like "movement of wind coast was seen" lack academic precision, and the description wanders slightly in the final paragraph rather than maintaining a clear, cohesive reporting structure. While all parts of the process are touched upon, the lack of a fully developed overview and imprecise reporting place this response firmly at Band 5.0.
Coherence and Cohesion: Band 5.0
The essay is divided into short paragraphs corresponding roughly to different sections of the diagram, attempting a chronological breakdown. However, the overall progression is disjointed. Transitions between steps feel mechanical or abrupt, as seen with "In first three steps..." and "Then in next two steps takes place...". Referencing is occasionally unclear, such as the ambiguous pronoun use in "Wind helps coasts and help to push upward..." and "As it moves upwards...", making it hard to track whether the writer is referring to the wind, air, or clouds. Paragraphing is present, but internal cohesion requires better linking words and clearer signposting to achieve a higher band.
Lexical Resource: Band 5.0
The vocabulary used is relatively basic and repetitive. Words such as "steps", "side", and "winds" are overused throughout the text. There are also several lexical errors and awkward word choices, including "movement of wind coast was seen", "started cools down", and "its raining coninously". While the student attempts subject-specific vocabulary like "moisture", "precipitation" (implied by heavy rainfall), and "inland areas", the range is limited and minimally adequate for the task. Spelling errors such as "coninously" further detract from the lexical score, resulting in a Band 5.0 rating.
Grammatical Range and Accuracy: Band 5.0
The response features a very limited range of grammatical structures, relying mostly on simple sentences and basic compound constructions with frequent errors. There are noticeable issues with verb forms and tense consistency, such as "how rain- shadow desert was formed" (instead of is formed), "stages involves" (instead of involved), "clouds was seen" (instead of were seen), and "it started cools down" (instead of starts to cool down). Complex structures are attempted—such as relative clauses ("which can be seen on one side...")—but they are often clumsy or grammatically inaccurate. Frequent errors cause some difficulty for the reader and prevent the grammar score from reaching Band 6.0.
See this exact question answered at other band scores. The same prompt compared across bands.
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