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 diagram explain the process of rain shadow deserts . Rain shadow desert is an name of process in desrt areas. Diagram also explain the how desert help to sea or river water transform into a cloud of rain.

Diagram iluustrate the first point as water is travel to mountain by the help of wind and go to the cold area of mountain this water transform in form of cloud because or low temperature and after some time Rain fall had started and during rain fall diagram shows the dry air is continues come other side of mountain and dry air reach at inland area and rain shadow had produced.

The diagram shows the overall process of fromation of rain shadow desert in mountain areas and by the help of air . in this process there is main involved is from mountain and the diagram shows the length of mountain is thousand of kilometer

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the general subject and describe several relevant stages, including air moving towards the mountains, cloud formation, rainfall, and dry air reaching inland. This shows partial coverage of the process. However, some key details are unclear or inaccurate: the diagram shows winds approaching from the sea and being forced upwards over the mountains, rather than water travelling to the mountain, and it does not show a river or water transforming directly into rain clouds. The overview is also imprecise: saying the desert is produced “by the help of air” does not clearly explain the contrast between rainfall on the windward side and dry conditions beyond the leeward side. Focus on the full sequence and summarise that contrast accurately.

Coherence and Cohesion: Band 4.5

There is some organisation: you begin by introducing the diagram, then describe stages, and finish with a general statement. The sequence from cloud formation to rainfall and dry air moving inland is partly traceable. However, the progression is weakened by repeated introductions (“The diagram explain” and “The diagram shows”) and by unclear links between ideas. For example, “this water transform in form of cloud because or low temperature” makes the relationship between rising air, cooling, and cloud formation difficult to follow. The final sentence introduces mountain length without connecting it clearly to the process. Use a concise overview followed by stages in order, with clear links such as “as a result” and “subsequently.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “wind,” “mountain,” “cloud,” “rain fall,” “dry air,” and “inland area,” so the reader can recognise the topic. However, the range is limited and several choices are inaccurate or imprecise, which sometimes makes the meaning difficult to understand. “Water is travel to mountain” confuses water with the moist air carried by wind, while “rain shadow had produced” does not clearly describe the desert’s formation. Spelling and word-form errors such as “desrt,” “iluustrate,” and “fromation” also reduce clarity. Build a more precise set of terms for this diagram, especially “moist air,” “windward side,” “leeward side,” and “precipitation.”

Grammatical Range and Accuracy: Band 4.5

You attempt to connect several stages in longer sentences, but control is inconsistent, and errors frequently make relationships between events hard to follow. Examples include “The diagram explain,” “water is travel,” and “dry air is continues come,” where subject–verb agreement and verb forms are faulty. Articles and sentence construction are also problematic in “Rain shadow desert is an name of process,” while the long second paragraph combines several ideas without reliable clause structure or punctuation. Most sentences need substantial editing before their meaning is clear. Practise accurate simple sentences first, then combine stages using controlled clauses, for example: “As moist air rises over the mountain, it cools and forms clouds.”

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