Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 21 · 2026-10-13

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 4.5)

The diagram illustrate the way of rain water development, recycling and harvesting in different ways. Also illustration of rain water making bond wih sand of desert.

The development of rain water include different steps. Initially, wind come over sea take some water along with it and make way in upword direction. After reaching on top it converted into small clouds by making bond with air. Further, when dry air come into the contraction of cloud will result in relasing water which directly come on earth.

Over all process conssist of seven different steps. In first step, air play a main role, air passes over sea and take some small evaporation drops of water along with it and thes after hitting with mountain in front of his , changes it path to upward direction. When this air become at its peak height then its in coverted into small clouds. After some time when these clouds hit with hot air and other logical factors, releases its potential of water which is rain. Then rain come to earth and dry air disappear this rain water again into small drops.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response makes an attempt to describe a process, but it only minimally addresses the diagram because it misidentifies the subject as rainwater development, recycling and harvesting. Some relevant stages are mentioned, such as wind moving from the sea, rising near a mountain, cloud formation and rainfall. However, key features are missing or inaccurately explained: the dry air continuing over the mountain and reaching inland to create a rain-shadow desert are not clearly reported. The claim that clouds meet hot air and that dry air makes rainwater disappear is unsupported by the diagram. To improve, identify the process accurately in the opening, give a clear overview of the windward-to-leeward sequence, and describe the final formation of the inland desert without adding causes that are not shown.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response, with an opening, a paragraph describing stages and a final paragraph that revisits the sequence. The use of markers such as “Initially,” “Further,” and “Then” gives the reader some sense of order. However, the progression is not coherent throughout: the final paragraph repeats earlier information, while the sequence becomes unclear at “dry air disappear this rain water again into small drops.” The opening also introduces unrelated ideas, which makes it difficult to follow the central topic. Organise the response into a concise introduction and overview followed by a step-by-step account, and use clear references to distinguish moist air, clouds, rainfall and dry air.

Lexical Resource: Band 4.5

The response uses some relevant process vocabulary, including “wind,” “sea,” “mountain,” “clouds,” “rain” and “evaporation.” However, vocabulary is basic and often inaccurate or repetitive, and several choices strain understanding. For example, “rain water development,” “making bond with air,” “contraction of cloud” and “potential of water” do not describe the stages naturally. There are also spelling errors such as “upword,” “conssist” and “releasing.” Use precise terms from the diagram, such as “moist air,” “rises,” “cools,” “precipitation,” “leeward side” and “rain-shadow desert.” Check spelling and choose standard collocations rather than attempting unclear paraphrases.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences and uses sequencing clauses, for example, “when these clouds hit with hot air … releases its potential of water.” However, the range is limited, and frequent errors in sentence structure, verb forms and agreement sometimes make the meaning difficult to follow. Examples include “The diagram illustrate,” “wind come,” “air play,” and “when this air become at its peak height then its in coverted.” Articles and sentence boundaries are also inconsistently controlled, as in “changes it path to upward direction.” Build accurate simple sentences first, then combine stages with controlled clauses. Pay particular attention to subject–verb agreement, past or present tense consistency, pronouns and punctuation.

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