Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-06

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 illustrates how one type of desert, known as a rain shahdow desert is formed.

Overall, the diagram consists of many different steps, first winds approach the coast and sea after that, it converts into many different stages then rain is falling, then it goes into the inland where if forms rain shahdow desert.

In this paragraph, in the mountains, fristly winds come from the sea and the coast then winds pushed into upwards direction, Therefore, in this stage moist air rises and cool and it converts into the clouds form and then rain is falling from the mountains.

On the other hand, dry air continues move over the mountains, However, it moves into downward side where dry winds reach into the inland areas respectively, after that the rain starts falling and shahdow desert recieves very little rainfall. There is a thoushands of kilometeres of distance between the coast and rain shahdow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response only partially addresses the task requirements and falls short of the word count minimum, containing 145 words where at least 150 are required. While the student attempts to summarise the stages of how a rain-shadow desert is formed, the coverage of the process remains somewhat limited and under-developed. For instance, the overview lacks clarity, merely stating that the diagram consists of many different steps rather than highlighting the overall progression from the sea to inland areas. Some details are also inaccurate or confused, such as stating that 'after that the rain starts falling' on the leeward side when precipitation actually occurs on the windward side. To reach a higher level, the writer needs to expand the response to meet the minimum length requirement, present a clearer and more accurate summary of the main features, and ensure all stages of the process are described correctly without confusion.

Coherence and Cohesion: Band 5.5

There is some organisation evident in the division into paragraphs, but the response lacks a clear overall progression. Cohesive devices are frequently inadequate, inaccurate, or repetitive, relying heavily on basic linkers and run-on structures like commas to connect independent clauses, such as 'firstly winds come from the sea and the coast then winds pushed into upwards direction, Therefore, in this stage moist air rises and cool'. Paragraphing is attempted, grouping the windward and leeward sides separately, but the internal logical flow is hindered by awkward transitions. Referencing is sometimes unclear, with pronouns like 'it' used ambiguously. To improve in this area, the writer should employ a wider range of cohesive devices more accurately, avoid comma splices, and ensure that sentences follow a logical sequence that guides the reader smoothly through the process diagram.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. There are noticeable errors in spelling, word form, and word choice that cause some difficulty for the reader, including repeated misspellings like 'shahdow' instead of shadow, and 'thoushands' for thousands. Other lexical inaccuracies include phrasing such as 'converts into the clouds form' and 'downward side' instead of leeward side. The student attempts some less common vocabulary related to the prompt, but these attempts are often imprecise or marred by errors. To achieve a higher band, the writer must expand their lexical repertoire, use correct spelling and word forms consistently, and incorporate precise subject-specific terminology naturally to discuss geographical processes.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of structures, relying primarily on simple sentences and faulty attempts at complex clauses. There are frequent grammatical errors in verb forms, voice, prepositions, and punctuation that cause difficulty for the reader. Examples include passive voice errors like 'winds pushed into upwards direction' instead of being pushed upward, tense inconsistency, and missing articles or prepositions in phrases like 'reaches into the inland areas respectively'. Additionally, run-on sentences with excessive comma use appear throughout the text. To progress, the writer needs to demonstrate better control over basic and complex sentence structures, improve accuracy in verb tenses and voice, use prepositions correctly within grammatical patterns, and punctuate sentences properly.

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

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