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)

so here we are provided with the visual map of rain shadow desert formation .information is given in the seven major steps at the very start it shows how the moving air approaches the coastal side of a sea nearby the mountain from there it moves upward beacuse of some natural effective forces then at the third most step wet air elevates and then its temprature gets lowered that result in the formation of clouds consequently rain fall initiates this all occurs till at the peak of the mountain after that cycle gets downward direction .from top to down ,reverse of the previous steps i.e low moistured air cover up the mountain from that point while movng downside there comes leeward side of mountain after crossing it then reaches the stage where number of dry winds reached the inland areas and at tht poit we say that rain shadow desert forms after covering a thousand kilometer of area .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting an account of the diagram that lacks a clear overview and features limited development of ideas. The writer attempts to outline the seven steps of rain-shadow desert formation, mentioning how 'moving air approaches the coastal side' and detailing the stages of cloud formation and precipitation. However, some key details are under-developed or imprecise, such as the description of natural effective forces pushing the winds upward. Furthermore, the summary lacks a distinct introductory overview of the overall process depicted in the graphic. To reach a higher level, the writer needs to present a clear overview of the main stages and ensure all key features, such as the rain-shadow desert and the scale of thousands of kilometres, are fully and clearly reported.

Coherence and Cohesion: Band 5.0

The response shows some organization in attempting to follow the sequential steps of the diagram, but it lacks a clear overall progression. There is a total absence of paragraphing, with the entire text presented as a single, dense block of writing, which makes the progression difficult to follow. Cohesive devices are minimal, repetitive, or inaccurate; phrases like 'at the very start', 'from there', and 'after that cycle' are overused or clumsily applied. Additionally, referencing is occasionally unclear, as seen in transitions like 'this all occurs till at the peak of the mountain after that cycle gets downward direction'. To improve, the writer should divide the text into logical paragraphs and employ a wider, more accurate range of cohesive devices to guide the reader smoothly through the stages of the process.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. The writer relies on basic and repetitive terms, such as 'moving air', 'wet air', and 'dry winds'. There are noticeable errors in word choice and word formation, including 'temprature' (spelling), 'low moistured air', and 'tht poit'. Expressions such as 'natural effective forces' lack precision and natural collocation. While the vocabulary is sufficient to convey the basic subject matter, these errors and the restricted range prevent the writing from achieving a higher band. To improve, the student should incorporate more precise, topic-specific terminology related to geography and meteorology, and pay closer attention to standard collocations and spelling.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is limited, relying mostly on simple and unvaried sentence structures. Attempts at complex sentences are frequently faulty, leading to run-on sentences and punctuation errors, such as starting with 'so here we are provided' and stringing clauses together without proper punctuation or conjunctions. There are frequent errors in verb forms, prepositions, and articles, including 'beacuse' (spelling/grammar overlap), 'movng downside there comes leeward side', and 'number of dry winds reached'. These frequent grammatical errors cause some difficulty for the reader and obscure the meaning in places. To achieve a higher band, the writer needs to demonstrate a greater variety of complex sentence structures with improved accuracy, paying careful attention to clause boundaries, subject-verb agreement, and articles.

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

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