Band 5.0 IELTS Writing Task 1 Model Answer

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

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 shows how one type of desert, known as rain-forest desert is formed.

Overall, In sea winds approch coast that's why moist air raises and cools. Rain falls on windward side. In the result dry winds reach inland areas that's why rain-shadow formed.

Firstally, winds approch coast on sea and pushed upwards. Due to this moist air raises and cools and clouds are form. From this clouds rain falls on windward side.

In the result, dry air continues over mountain on Leeward side then this dry winds are reach inlands areas. Due to this dry winds that are reach in inlands area rain-shadow desert is formed.

In conclusion, this is the whole process of the formation of rain-shadow deserts. Winds start from wet area like sea that's why rain is on top of the mountain. When moist is out from air the dry winds reach inland areas

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence: winds arrive from the sea, rise and cool, produce clouds and rain on the windward side, then continue as dry air inland to form a rain-shadow desert. This is relevant and gives the reader a basic account of the process. However, the overview is unclear and repeats details rather than summarising the key contrast between the wet windward side and dry leeward side. The opening also calls it a “rain-forest desert,” which misnames the process, and some stages are imprecisely described. The response contains 138 words, below the 150-word minimum; 11 words copied from the task prompt were not counted. Develop the overview and explain the stages more precisely to cover the task more fully.

Coherence and Cohesion: Band 5.0

There is some organisation: an opening, an overview, a description of the stages, and a concluding sentence. The sequence is generally understandable, and phrases such as “Firstally” and “In conclusion” signal movement between parts. However, progression is weakened by repeated statements about dry winds reaching inland areas and by several inaccurate or mechanical links, especially repeated use of “that's why” and “Due to this.” The conclusion largely restates earlier information instead of adding a clear final point. Paragraphing is present, but the stages would be easier to follow if grouped in a clear order—sea and uplift, cooling and rainfall, then dry air and desert—with fewer repeated transitions and clearer references.

Lexical Resource: Band 5.0

The response uses some relevant process vocabulary, including “windward side,” “Leeward side,” “moist air,” “dry air,” and “rain-shadow desert,” so the topic is recognisable. However, the range is limited and several noticeable word-choice, word-form, and spelling errors reduce precision: “rain-forest desert” mislabels the desert, “approch” is misspelled, and “clouds are form” is not an appropriate expression. Repetition of “winds,” “air,” and “reach” also makes the account less flexible. Aim to use accurate process terms and vary verbs, for example “ascend,” “condense,” and “precipitate,” while checking spelling and natural combinations such as “dry winds reach inland areas.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer cause-and-effect sentences, such as “Due to this moist air raises and cools and clouds are form.” However, the longer constructions are often faulty, and frequent errors in verb forms, agreement, articles, and sentence boundaries make the description less clear. Examples include “moist air raises” instead of a correctly formed description of rising air, “clouds are form,” and “this dry winds are reach.” Capitalisation is also inconsistent, as in “Overall, In sea winds.” The limited control of these structures means the reader sometimes has to work out the intended meaning. Build accuracy first with clear present-simple sentences, then combine stages using correctly formed clauses.

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

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