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 BELOW ILLUSTRATES THAT HOW RAIN-SHADOW DESERT IS FORMED.

OVERALL DIAGRAM SHOW HOW RAIN-SHADOW IS FORMED THROUGH THE PROCESS.

THE WIND APPROACH THE COAST THROUGH THE SEA,THEN WINDS PUSHED UPWARDS INTO THE SIGHT OF MOUNTAIN.THEN THE MOIST AIR RISES AND COOLS DOWN INTO THE WINDWARD SIDE.AFTER THIS PROCESS IT TURNE INTO THE SHAPE OF CLOUDS AND AFTER THIS HEAVY RAIN OCCURS ONTO TO THE TOP OF MOUNTAIN.THEN THESE RAIN WATER TURN INTO DRY AIR AND IT WILL CONTINOUE OVER THE MOUNTAIN INTO THE LEEWARD SIDE.THESE DRY AIR THEN REACH INTO INLAND AREAS AND FINALLY INLAND IS THE PLACE WHERE THE RAIN-SHADOW DESERT OCCURS

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence, from winds approaching the coast to dry air reaching inland, and correctly mention clouds, rainfall, the windward and leeward sides, and the desert. However, the overview largely repeats that the diagram shows how the desert forms rather than summarising the key cause-and-effect pattern. Some details are inaccurate or unclear: “heavy rain” is not specified, and rainwater does not turn into dry air; instead, air loses moisture as rain falls and continues over the mountain. The response also contains 104 words, below the required 150, so the process is only partially described. Add a clearer overview and explain how moisture loss creates dry conditions inland.

Coherence and Cohesion: Band 5.0

The stages are presented in roughly the correct order, and linking expressions such as “then” and “after this” help the reader follow the process. However, the response is written as one continuous block, with no clear separation between an overview and the detailed stages. The repeated use of “then” and “after this” makes the progression mechanical, while the long chain of clauses makes relationships between steps harder to follow. For example, the transition from rainfall to dry air is expressed as “these rain water turn into dry air,” which obscures the intended connection. Use separate paragraphs and a wider range of accurate sequencing and cause-and-effect links to make the organisation clearer.

Lexical Resource: Band 5.5

You use several relevant process terms, including “coast,” “moist air,” “windward side,” “leeward side,” and “inland areas,” so the reader can recognise the topic and many diagram features. However, the vocabulary is repetitive and some choices are imprecise: “into the sight of mountain” does not clearly describe air being forced up the mountain, and “rain water turn into dry air” misrepresents the process. There are also noticeable spelling and word-form errors, including “turne” and “continoue.” Aim for more precise process language, such as “is forced upwards,” “loses moisture,” and “continues inland,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages in longer sentences, but the range of structures is limited and errors occur frequently. The opening, “illustrates that how,” uses an incorrect clause pattern, while “The wind approach” and “diagram show” have subject–verb agreement errors. Tense and verb forms are also inconsistent, as in “these rain water turn into dry air” and “it will continue.” Several clauses run together without appropriate punctuation, making the process difficult to parse. Practise accurate present-simple descriptions of processes and build shorter, controlled sentences before combining them with subordinate clauses. For example: “As moist air rises over the mountain, it cools and forms clouds.”

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