Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 21 · 2026-10-19

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 graph shows detailed information about how one type of deseart, known as a rain shadow desert, is formed. Stuyding the figures closely makes it possible to compare the categories clearly and see important patterns in the data.

Overall, there are five categories in this data such as, Rain falls,Clouds form,Moist air rises and cools winds pushed upwards and winds approach coast.In the table the it was raining shadow on desert and other was clouds form shadow where rain did not fall only cloudy weather,showing a steady pattern that runs through the whole periods.

A closely look reveals that the most noticeable change was winds pushed upwards which was air did not run everywhere was dry.

In addition, the second fighure shows that is moist rises and cool in the deseart it was air humid and did not dry. That mountain was wet.This adds more detailed to the general picture and helps explain how the trends relate to each other.

To conclusion, the diagram makes it clear that how the type of disear,known as a rain shadow deseart, is formed and clearly difference between categories.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response recognises the topic as the formation of a rain-shadow desert, but it only minimally reports the process shown. It mentions winds, rising moist air, clouds, rain and a desert, yet does not explain the key sequence: coastal winds are forced up the windward mountain side, cool and form clouds, rain falls, and dry air then crosses the leeward side towards inland areas. The claim that there are “five categories” is inaccurate, and the description of “clouds form shadow where rain did not fall” misrepresents the diagram. The overview also refers to a “steady pattern” and “periods,” which do not apply to this process diagram. Focus on accurately describing the stages and their relationship.

Coherence and Cohesion: Band 4.5

The response is divided into paragraphs and uses basic signposting such as “Overall,” “In addition,” and “To conclusion,” showing an attempt to organise the answer. However, the ideas do not progress through the process in a clear sequence, and several sentences are difficult to connect to the diagram. For example, the paragraph beginning “A closely look reveals” introduces a claim about upward winds without linking it to the preceding overview or the later stages. References such as “the second fighure” and “This” are unclear, while “In the table” suggests the wrong kind of visual. Organise the response from coastal winds through mountain rainfall to dry inland conditions, using clear links between stages.

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “rain shadow desert,” “moist air,” “winds,” “mountain,” and “clouds,” so the reader can identify the general subject. However, vocabulary is often inaccurate, repetitive, or unsuitable for describing a process. Expressions such as “categories,” “figures,” “table,” and “trends” make the diagram sound like statistical data, while “raining shadow on desert” and “cloudy weather” do not convey the labelled stages precisely. Spelling errors, including “deseart,” “Stuyding,” and “fighure,” also weaken clarity. Use the diagram’s process terms consistently, such as “windward side,” “leeward side,” “precipitation,” and “dry air,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

There are attempts to use longer sentence forms, including “Studying the figures closely makes it possible to compare…” and “This adds more detailed to the general picture and helps explain…”. However, sentence structures are often faulty, and errors frequently make the intended meaning difficult to follow. For example, “In the table the it was raining shadow on desert” has an unclear subject and incomplete grammatical relationships, while “A closely look reveals that the most noticeable change was winds pushed upwards” has problems with adjective form and clause structure. The conclusion, “the diagram makes it clear that how…” also uses an incorrect clause pattern. Practise building accurate simple sentences first, then connect the process stages with correctly formed clauses and consistent tense.

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

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