Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-11

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 illustrates information about the formation of rain-shadow deserts. There are different step which shows the reason why do rainfall rearly in deserts,

Overall, the diagram start from sea, the step first is start from winds approach coast,and wind pusched moist air upwards, Moreover, that moist air rises and cools and become into clouds form. The fifth step is clouds turn into rain fall after that dry air continues over mountain, The last step is again dry winds reach inland areas. That is why less rain fall in deserts because of mountains. Winds which go down are without moist.

On the other hand, diagram shows one side sea, and cool weather and the other side sand and hot dry weather. in the middle of the diagram mountains.

To conclude the diagrame it can be shows that water circle of rain on the earth and also elaborate it, why minimum rain fall in the dry areas.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence, from winds approaching the coast to dry winds reaching inland, and correctly connect the mountain with reduced rainfall on the far side. However, the account is only partly developed: the key causal stages are compressed or blurred, especially the formation of clouds and rain on the windward side before the air crosses the mountain. The overview also introduces unsupported contrasts such as “sand and hot dry weather” and “cool weather”; these are not shown in the diagram. The final reference to the “water circle” is also not an accurate summary of this process. To strengthen the response, describe the windward and leeward sides precisely and explain how moisture is lost before the air reaches the inland desert.

Coherence and Cohesion: Band 4.5

There is a recognisable attempt to organise the response with an introduction, a sequence of stages, a further description of the diagram, and a conclusion. The stages are generally presented in the correct order, which gives the reader a basic sense of progression. However, the paragraphing and links do not create a clear overall development: “On the other hand” suggests a contrast that is not present, while “To conclude” repeats the summary rather than adding a useful final point. Several ideas are joined in long, loosely punctuated sentences, making the sequence harder to follow. Use separate paragraphs for the overview and process details, and connect each stage with clear, accurate transitions such as “as a result” or “once the air crosses the mountain.”

Lexical Resource: Band 5.0

The response uses some relevant process vocabulary, including “winds,” “moist air,” “clouds,” “rain,” and “inland areas,” so the topic is usually identifiable. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning unclear: “rainfall rearly,” “wind pusched,” and “clouds turn into rain fall” do not express the process naturally. “Water circle” is also an imprecise description of the diagram. Aim for accurate terms and collocations, such as “precipitation falls,” “moist air rises,” and “dry air descends.” Check spelling and word forms carefully, and avoid adding descriptive vocabulary such as “sand” or “hot” when it is not supported by the visual.

Grammatical Range and Accuracy: Band 4.5

You attempt to combine stages using clauses, for example, “that moist air rises and cools and become into clouds form,” but complex constructions are often faulty and the response relies heavily on simple or loosely joined sentences. Errors in verb forms and agreement occur in “There are different step,” “the diagram start,” and “air rises and cools and become.” Sentence boundaries and punctuation are also inconsistent, particularly in the long sequence beginning “Overall, the diagram start from sea.” These problems sometimes make relationships between stages difficult to understand. Practise writing one clear sentence for each linked stage, checking subject–verb agreement, tense, articles, and punctuation. A controlled passive form, such as “The air is pushed upwards,” would also suit this process description.

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