Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-15

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 shows that how a rain shadow desert formed.

Well, according to the diagram,the winds from the sea approach toward the cost of mountain,as soon as they close in toward the mountain.They pushed upward because of the mountain.

At a certain height the moist air close down ,and eventually the formed a cloud,or clouds form.

When these clouds goes higher,they start raining, just below the top of the mountain.

But the dry air continues,and pass over the mountain.Then it's start going down because of its density.

Right after passing through the leeward slide,the dry winds reach the inland on the other side of the mountain.As soon as thes e winds landed on the inland area after covering thousand of kilometers.

They a desert on the inland group know as Rain shadow desert.Well you see these are natural phenomenas.last part is that thes winds that came from the sea were hot winds and as they travel upward in the sky the temperature goes down eventually some of thes become clouds while dome pass over the mountains.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response identifies the main sequence: winds arrive from the sea, rise over the mountains, produce clouds and rain, and continue as dry air towards an inland desert. This gives the reader a basic account of the process. However, the explanation is only partially accurate and developed. For example, “the moist air close down” misrepresents the diagram’s point that moist air rises and cools, while the claim that the winds are “hot” is not shown. The final sentences repeat and add unclear details rather than clearly summarising how rain on the windward side leaves dry conditions on the leeward side. A more precise overview and accurate explanation of this contrast would make the account more complete.

Coherence and Cohesion: Band 5.0

The stages are presented broadly in the order shown, so the reader can follow the movement from the sea, over the mountain and towards the inland area. However, the response has no clear paragraph structure or concise overview, and its progression becomes difficult to follow near the end. Linking phrases such as “as soon as,” “But,” and “Right after” are used repeatedly or awkwardly, while “Well” is conversational and does not help organise a process description. The final sentence returns to earlier stages and introduces extra information, weakening the overall progression. Grouping the process into a clear opening overview and a sequence of stages, with simpler links such as “As a result” and “On the leeward side,” would improve cohesion.

Lexical Resource: Band 5.0

The response uses some relevant process vocabulary, including “moist air,” “clouds,” “dry winds,” “leeward,” and “inland,” which helps convey the topic. However, the range is limited and several word choices or collocations are inaccurate or unclear: “cost of mountain,” “leeward slide,” “inland group,” and “winds landed” do not describe the diagram naturally. Spelling and word-form errors such as “thes” and “phenomenas” also reduce clarity. Some repetition of “winds,” “mountain,” and “inland” could be replaced with precise terms such as “airflow,” “mountain range,” and “interior.” Using the diagram’s labels accurately would make the description more fluent and easier to understand.

Grammatical Range and Accuracy: Band 4.5

There are attempts to connect ideas in longer sentences, but control is inconsistent, and many sentences contain errors that make the process harder to follow. The opening, “shows that how a rain shadow desert formed,” has an incorrect clause structure and tense. Other examples include “the formed a cloud,” “these clouds goes higher,” and “Then it's start going down,” where verb forms and subject–verb agreement are faulty. Sentence boundaries and punctuation are also unreliable, particularly in the long sentence beginning “As soon as thes e winds landed.” The response relies heavily on simple statements and often faulty complex constructions. Practise accurate present-simple process descriptions, articles, agreement, and sentence boundaries before adding more complex links.

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