Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 21 · 2026-10-14

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

The formation of rain- shadow deserts shows that firstly, the winds apporach coast on the upper of sea and then the second is winds pushed upwards to the mountain then is goes to moist air rises and becomes cools in the windward side and then the coluds form on the upper side of windward side then in the upper side of mountain rain falls.

In the step six there was a dry air continues over mountain which goes downwards to the mountain in the leeward side then it goes to dry winds reach inland areas which is upper side of the inland in the rain-shadow desert the mountain is thousands of kilometres long. The main features of the formaition of rain shadow deserts shows that how the rain falls and how it become dry air over the mountains.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the process and report several central stages, including winds approaching the coast, rising and cooling air, cloud formation, rainfall, and dry air moving inland. However, the account is incomplete and sometimes unclear: it does not explain the overall cause-and-effect pattern clearly, and the final description of the desert’s location is difficult to follow. The statement that the mountain is “thousands of kilometres long” misreads the diagram: that label indicates the horizontal scale, not the mountain’s length. The response also contains 142 words, below the required 150; the 11 words copied from the prompt are excluded. Add a concise overview and explain how rainfall on the windward side leaves dry air to create a desert inland on the leeward side.

Coherence and Cohesion: Band 4.5

The stages are presented broadly in sequence, and phrases such as “firstly” and “In the step six” help signal movement through the process. However, most of the response is packed into two long sentences, so the relationships between stages are hard to follow. Repeated use of “then” creates a mechanical list rather than a clearly organised process description, while references such as “it” in “then is goes” and “which goes downwards” are unclear. Use separate sentences or paragraphs for the rising, rainy stage and the dry, inland stage. More precise links such as “as a result” and “after crossing the mountain” would make the progression easier to understand.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry air,” and “rain-shadow desert,” which helps communicate the topic. However, the range is limited and several phrases are inaccurate or awkward, such as “on the upper of sea,” “upper side of windward side,” and “it become dry air.” Spelling errors, including “apporach,” “coluds,” and “formaition,” also reduce clarity. Aim for precise geographical collocations and avoid repeating “upper side.” For example, describe winds as approaching from the sea, air as rising over the mountain, and the desert as lying inland on the leeward side.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect several stages in longer sentences, but these structures are often faulty and make the process difficult to follow. Examples include “then is goes,” “becomes cools,” and “which is upper side,” where verb forms, sentence construction, or articles are not controlled. Subject–verb agreement is also problematic in “the main features … shows,” and the final sentence does not form a clear grammatical explanation. Most ideas are expressed through a repeated simple pattern joined by “and then,” with little accurate variety. Build shorter sentences first, checking that each has a clear subject and correctly formed verb; then add a few controlled clauses using “when,” “as,” or “after.”

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

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