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 below depicts the formation of rain-shadow desert. Overall, the process starts with the winds approach to coast above the sea level and travel through the windward side by pushing the winds upward. It travels along leeward side to reach the mountain's peak and ultimately dry winds by leeward side reach the inland areas that form rain shadow desert.

The process begins when the winds touch with coast on the surface of sea which then pushed the winds upward along the mountains that make the air moisturise and cool. Then clouds are formed as moisturizing level increased. Ultimately the rain falling at the same time dry air continues over the mountains which travel along with leeward side. Finally, dry winds reach inland areas and form a rain-shadow desert.

This process travels thousands of kilometres from coast to inland by passing through multiple stages of processes over the mountains. Hence, a rain shadow desert formed.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task only partially because the overview and main features of the rain-shadow desert formation are not clearly or accurately reported throughout. While the student attempts to summarise the sequential stages shown in the diagram—such as winds approaching the coast, rising over mountains, and forming a desert on the leeward side—the details are muddled and lack precise selection. For instance, phrasing like 'winds touch with coast on the surface of sea' misrepresents the spatial relationships in the visual data. Furthermore, the progression of the steps is confusingly described, with ideas remaining somewhat limited and under-developed. To achieve a higher band, the response would need to present a clearer overall overview of the process and correctly sequence the main physical stages from the sea across the mountains to the inland area without mechanical confusion.

Coherence and Cohesion: Band 4.5

There is some basic organisation with an attempt at paragraphing, but the text lacks a clear overall progression. The movement from one stage of the diagram to the next is frequently jerky and difficult to follow, resulting in an unclear logical flow. Cohesive devices are used rather repetitively and mechanically, such as the overuse of time markers and transition words like 'Then', 'Ultimately', and 'Finally', which do not always logically connect the underlying physical phenomena. Referencing is also weak, with pronouns and relative clauses failing to link ideas smoothly. For instance, the transition between discussing the moisture levels and the formation of rain feels disjointed. To progress, the writer needs to ensure a smoother logical progression of ideas and employ a wider, more natural variety of cohesive devices to guide the reader seamlessly through the sequential stages of the process.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to convey a basic outline of the process, resulting in some noticeable errors in word choice and collocation. Examples include 'winds approach to coast', 'touch with coast', and 'moisturizing level', which sound unnatural and do not accurately reflect standard geographical or scientific terminology. There are also awkward word formations, such as using 'moisturise' as a noun or adjective equivalent rather than a verb. While the student attempts less common vocabulary items relevant to the prompt, these attempts are hampered by imprecise usage that occasionally causes difficulty for the reader. To improve, the writer should incorporate more precise, topic-specific vocabulary related to weather and geography, and pay closer attention to natural collocations and word forms.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures, relying heavily on simple sentences and basic coordination. Attempts at more complex sentence forms are frequently faulty, leading to awkward constructions and structural confusion, such as in 'travel through the windward side by pushing the winds upward' or 'which then pushed the winds upward'. There are frequent errors in verb forms, tense consistency, and prepositions within grammatical patterns, for example, missing articles like 'the formation of rain-shadow desert' and incorrect verb tense shifts between present and past ('pushed', 'are formed', 'falling'). Punctuation is also erratic in places. To reach a higher band, the writer must demonstrate greater control over complex sentence patterns and significantly reduce the frequency of grammatical and structural errors that disrupt the clarity of the writing.

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

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