Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The diagram ilustrates the process how rain shadow dessert formed from the wind.

Overall there seven steps involed to formed the desert over thousand of kilometres distance from the sea to inland. Firslty wind approach coast came on the sea and that winds push upwords on windward side of mountain from the sea where the mosit air rises and cools the wind. Afterward ,these moist air became clouds form which caused of rain falls at peak of mountains. Dry Air from the rain continues over the mountain and move leeward side of mountain and these dry wind reaches the inland area.

Finally, these dry winds that reach the inland area became the rain shadow desset.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the diagram as a process and give a broad overview that it has seven stages, moving from the sea towards inland areas. You also include the key sequence of rising moist air, cloud formation, rainfall, and dry winds reaching the desert. However, the account is brief and some stages are unclear or inaccurately expressed: for example, “Dry Air from the rain continues” does not clearly explain that dry air continues over the mountain after precipitation, and the final description repeats the inland-dry-wind point rather than adding detail. The response is also 35 words below the required minimum, which limits how fully you can report the stages and their locations. Develop each stage more precisely and distinguish the windward and leeward sides.

Coherence and Cohesion: Band 5.5

The response has a recognisable overall order: an introduction, an overview, and a description that follows the process from the coast to the inland desert. Sequencing words such as “Overall,” “Afterward,” and “Finally” help the reader follow the stages. However, progression is weakened by long, crowded sentences that combine several steps, particularly the sentence beginning “Firslty wind approach coast.” Some links are also awkward or unclear, and the final sentence repeats the idea that dry winds reach inland areas. Use clearer sentence boundaries and organise the stages into a more controlled sequence, with each sentence explaining one or two connected changes. This would make the relationships between rainfall, the mountain, and the dry leeward air easier to follow.

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds,” and “rain falls,” so the reader can recognise the main subject and several diagram labels. However, the range is limited and errors in spelling, word form, and collocation are noticeable, including “dessert” for “desert,” “mosit,” and “desset.” Phrases such as “clouds form which caused of rain falls” and “wind approach coast came on the sea” are not natural or precise, and can make the process difficult to understand. Aim to use accurate process verbs and standard forms of the key terms, rather than repeating “wind” and “area” without specifying what changes.

Grammatical Range and Accuracy: Band 5.0

You attempt to describe a sequence using both simple statements and linked clauses, and the overall meaning can usually be inferred. However, the range of sentence structures is limited, and attempts to combine stages often contain frequent grammatical errors. For example, “there seven steps involed to formed” is missing a verb and uses an incorrect infinitive form; “these moist air became clouds form” has problems with agreement and clause structure. Articles and verb forms are also often missing or inaccurate, as in “wind approach coast” and “dry wind reaches.” Punctuation is inconsistent, including the space before the comma in “Afterward ,these.” Build shorter, complete sentences first, then practise joining them with accurate clauses and consistent present-tense verbs.

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