Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-04

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 describe that how the formation of rain shadow desert.

Overall, this is a process diagram that concluding several steps. To start with, it is winds approach coast and end with dry winds reach inland areas.

First and formost, After analyzind the diagram, fisrt this paragraph we deacribe four steps. Thosands of kilometers of moutain left side coast and sea area. first step it coming winds approach the coast assfer that this winds pushed uowards. before form the many coluds it these pushed upside that involving moist air rises and cools in windward side. after that this form clouds.

Further, aftet again seeing the diagram, the reamaining steps is the fifth side rain falls on mountains. And including two types of side one is windward side and second is leeward side. these rain dry air continues fall down over mountain. after the last steps is these dry wind reach in inland areas and these mountain oeresent rain shadow dwsert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main features of the rain-shadow desert formation diagram, but the coverage is partial and heavily constrained by language difficulties. The student attempts to outline the sequential stages, beginning with winds approaching the coast and ending with dry winds reaching inland areas. However, some ideas are inadequately developed or confused, such as the explanation of how clouds form and how the windward and leeward sides function. There is an attempt at an overview, though it is very brief and basic. To reach a higher band, the student needs to present a clearer, more fully developed summary of the overall process without relying on fragmented or disjointed descriptions of individual steps.

Coherence and Cohesion: Band 5.0

There is some basic organisation in the text, with an introduction and attempts at separating the stages of the diagram into paragraphs. However, there is no clear overall progression, and the logical flow is frequently disrupted by awkward phrasing and repetitive transitional markers like 'after that' and 'first and formost'. Cohesive devices are used inaccurately and mechanically, and referencing between sentences is often unclear, making it difficult for the reader to follow the sequential development of the process. Paragraphing is attempted, but the internal structure of the paragraphs lacks unity. To improve, the student should use a wider variety of accurate cohesive links and ensure that sentences follow each other in a logically progressive sequence.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for describing a simple scientific process. The student makes noticeable errors in word choice, spelling, and word formation, such as 'analyzind', 'fisrt', 'deacribe', 'Thosands', 'moutain', 'assfer', 'uowards', 'coluds', 'dwsert', and 'oeresent'. While some topic-related terms from the prompt are successfully incorporated—such as 'winds', 'coast', 'moist air', 'rain falls', and 'inland areas'—the frequent lexical errors and incorrect word forms occasionally cause strain and confusion for the reader. To achieve a higher score, the student needs to expand their vocabulary range, use correct word forms consistently, and eliminate basic spelling mistakes.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, consisting mainly of simple sentences and faulty attempts at complex structures. There are frequent errors in verb forms, articles, plurals, and sentence structure, such as 'The diagram describe that how the formation of rain shadow desert', 'it is winds approach coast', and 'before form the many coluds it these pushed upside'. Punctuation and capitalization are also erratic throughout the response. These frequent errors persist across almost every sentence and can cause considerable difficulty for the reader in interpreting the intended meaning. To improve, the student must work on basic sentence construction, subject-verb agreement, and the correct use of verbs and articles.

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