Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-09

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 process start from windward side where wind approch coast where winds approaches the coast. When these winds hitting the mountains they are pushed to move upwards along the slopes. This moist air rises higher and cools and condense which results in the formation of clouds. The clouds precipitation of rain or snow which becomes heavy and benefits for land to grow of vegetation. The dynamic changes occur in mass of air when windward side into leeward side. The dry air continues slides over the mountain and reaches downward the inland air. The inland area where heavy rain is shifted to light precipitate in down inland valley. The formation of rain shadow desert. There are thousands of kilometres of movement of air from coast to rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main sequence: coastal winds rise over mountains, cool and form clouds, rain falls, and drier air continues inland toward a rain-shadow desert. However, the account is incomplete and sometimes unclear: it does not clearly establish the overall contrast between the wet windward side and dry leeward side, and the claim that rain or snow “benefits for land to grow of vegetation” is not shown in the diagram. The final reference to thousands of kilometres is relevant, but its meaning could be stated more precisely as the horizontal distance from the coast to the desert. The response is also 22 words below the required minimum, limiting the opportunity to report the stages fully. Add a concise overview and explain the windward–leeward contrast.

Coherence and Cohesion: Band 5.0

The stages are presented broadly in the correct order, so the reader can follow the general movement from coast to inland. However, the response is one continuous paragraph and lacks a clear overview to organise the process. Some links between ideas are awkward or unclear, particularly “The dynamic changes occur in mass of air when windward side into leeward side” and “reaches downward the inland air.” Repetition in “wind approch coast where winds approaches the coast” also interrupts progression. Use a clear opening overview, then group the stages into a logical sequence, with accurate connectors such as “as a result” and “after crossing the mountain.” This would make the progression easier to follow without relying on loosely connected statements.

Lexical Resource: Band 5.5

You use several relevant process terms, including “windward side,” “leeward side,” “moist air,” “condense,” and “precipitation,” showing some range beyond basic vocabulary. However, inaccurate word forms, spelling, and collocations make parts difficult to understand: “approch,” “precipitate,” “benefits for land to grow of vegetation,” and “dry air continues slides” are not natural or precise in this context. “Inland air” is also less suitable than “inland areas.” Aim for accurate process language and familiar collocations rather than adding complex-sounding phrases. For example, describe air as “moving down the leeward slope” and say that “rainfall is concentrated on the windward side.” These changes would make the description clearer and more controlled.

Grammatical Range and Accuracy: Band 5.0

The response attempts some complex structures, such as “When these winds hitting the mountains they are pushed to move upwards along the slopes,” and uses present-tense verbs to describe a process. However, sentence structures are often faulty, and errors can make relationships between stages unclear. For example, “When these winds hitting” needs a finite verb (“hit”), while “The process start” needs subject–verb agreement (“starts”). The clause “The clouds precipitation of rain or snow” is incomplete, and “The dry air continues slides” combines verb forms incorrectly. There is also a run-on effect in places, with limited punctuation to separate ideas. Practise forming complete clauses and checking verb agreement and verb patterns; clearer simple sentences will be more effective than complex structures that are not yet controlled.

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

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