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 chart represents how a type of desert, known as a rain-shadow desert, is formed by passing through different stages.

Overall, the process is completed by passing through 7 different stages at the beginning in step one where winds approach coast to dry winds reach in inland arera which is thousands of kilometres away.

To beign with initial step where winds approach coast area and pushed upwards from the coastal area by touching the mountains in second part .After this moist air rises and cools in stage 3 which then formed into clouds which carries water which is in step 4.

Furthermore, in fifth step rain falls into mountains which produce dry air later slide downwards from leeward side dry air continues over mountains in 6 stage then in final step dry winds reaches inland areas where rain-shadow desert is formed and take place thousands of kilometers away from the sea coastal area.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response only partially addresses the task and fails to meet the minimum length requirement, containing 143 words (with 11 words copied directly from the prompt discounted). While the student attempts to present an overview and mention the seven stages shown in the diagram, the information is presented in a mechanical, repetitive manner without fully selecting or reporting the main features effectively. Ideas remain limited and underdeveloped. For instance, phrases such as 'winds approach coast to dry winds reach in inland arera' merely list sequence labels rather than fluently summarising the scientific process. To reach a higher level, the response would need to thoroughly cover all key stages with well-developed descriptions, a clear overall summary, and a word count exceeding the mandatory minimum without relying on copied rubric phrases.

Coherence and Cohesion: Band 5.0

There is some organisation in the response, but it lacks a clear overall progression. The student attempts to structure the essay into paragraphs and uses basic transitional markers such as 'To beign with', 'After this', and 'Furthermore'. However, cohesive devices are often inaccurate or mechanically applied, and referencing is occasionally unclear, which disrupts the logical flow. For example, sentences run into one another awkwardly without proper punctuation or structural links, making it difficult for the reader to follow the exact sequence of the rain-shadow desert formation. To improve, the student needs to use a wider variety of cohesive devices more accurately, ensure clear paragraph boundaries that separate the main stages logically, and maintain a smooth, seamless progression from the sea to the inland desert.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The student successfully incorporates some topic-specific terms from the diagram, such as 'winds', 'moist air', 'clouds', 'leeward side', and 'rain-shadow desert'. However, there are noticeable spelling errors ('To beign', 'arera') and awkward word choices or repetitions ('inland arera', 'coastal area') that cause some difficulty for the reader. The range of vocabulary lacks flexibility and precision. To achieve a higher score, the student should expand their lexical repertoire to include less common vocabulary and synonyms, while paying closer attention to spelling and accurate word formation in scientific contexts.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a limited range of grammatical structures. While the student attempts some complex sentences, these are frequently faulty or awkwardly constructed. There are numerous grammatical errors involving prepositions, articles, and verb forms, such as 'which then formed into clouds which carries water' (tense inconsistency and missing articles) and 'dry air continues over mountains in 6 stage' (missing determiner and prepositional phrasing). Punctuation is also problematic, with run-on sentences and incorrect comma usage hindering readability. Frequent errors cause difficulty and strain for the reader. To improve, the student should focus on mastering basic sentence boundaries, correct subject-verb agreement, accurate prepositional use, and a wider control of error-free complex grammatical forms.

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

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