Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-03

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 illustrate the formation of rain-shadow deserts, following by the seven steps beginning with the wind approaches the coastal are of sea.

Overall, the area constituted for the mountain is around thousands of kilometers. The wind pushed in the upwards direction and passed through several stages through the both sides of mountain and formed a rain-shadow desert.

Initially, the wind struck with the mountain and considerably pushed upwards, at the windward side ot the mountain, cloud formed from the moist air, as it rises.

At the fifth stage, rain falls started at the peak of the mountain on the one side, and at other side dry air continues towards leeward side to started the condensation process.

At the last stage dry winds reached the main area od the island, where through the condensation process, the rain-shadow desert is formed.

Finally, the natural process carried by the wind, that constituted the main role for the desert production.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response makes an attempt to present the main features of the rain-shadow desert formation diagram, but it only partially addresses the prompt. While some steps of the process are mentioned, such as winds approaching the coast and clouds forming, the overall reporting lacks clarity and precision. Certain descriptions are confusing or inaccurate regarding the sequence of events, such as stating that condensation occurs on the leeward side to start the process or confusing the main area with an island. Furthermore, the overview provided in the second paragraph is underdeveloped and does not effectively summarize the key stages of the process as a whole. To move to a higher band, the response needs to provide a clearer, more accurate, and fully developed overview of the entire diagram without mechanical translation of labels.

Coherence and Cohesion: Band 5.0

The writing shows some basic organization with an introductory sentence, body paragraphs outlining stages, and a concluding summary. However, there is a lack of clear overall progression, and the logical flow between sentences is frequently disrupted by awkward transitions. Cohesive devices are used mechanically or inaccurately, such as 'following by' in the opening sentence and repetitive use of transitional phrases like 'at the fifth stage' and 'at the last stage'. Paragraphing is attempted, but the internal structure of the paragraphs does not guide the reader smoothly through the sequential steps of the diagram. Referencing is also occasionally unclear, making it difficult to follow the geographical progression from the sea across the mountains to the inland desert.

Lexical Resource: Band 5.5

The vocabulary used is limited and minimally adequate for the task. The student attempts to use some less common vocabulary related to the process, such as 'condensation', 'moist air', and 'windward side', but these attempts are often marred by inaccuracies in word choice and collocation, such as 'coastal are of sea', 'struck with the mountain', and 'main area od the island' instead of inland area. There are also noticeable spelling and word-form errors that cause some difficulty for the reader, such as 'illustrate' instead of 'illustrates' and 'desert production' instead of 'desert formation'. To improve, the student needs to expand their range of vocabulary and ensure more precise word choices that accurately reflect geographical and scientific processes.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of grammatical structures. While there are a few simple sentences that are understandable, attempts at more complex sentence forms are frequently faulty. There are frequent grammatical errors throughout the text, including issues with verb tenses and forms ('the diagram illustrate', 'wind approaches', 'cloud formed', 'to started'), missing or incorrect articles ('the mountain', 'main area'), and prepositional errors ('approaches the coastal are of sea', 'struck with the mountain'). Punctuation and sentence boundaries also need attention. These frequent errors cause strain and difficulty for the reader. To achieve a higher band, the student must demonstrate better control over basic sentence construction, verb agreements, and complex structures.

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

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