Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-20

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 illustrate how rain-shadow desert prepared from various steps. As well as campared all types of formation.

Overall, there are many points mentioned. first sea with coast start from winds approach coast after pushing and cloud formation. After that, rain falls to the left side of mountain. Another side of mountain is dried at this side rain shadow formed.

First of all, sea with the mountain coast also begin from winds approach coast after pushed wind upwards moist air rises and begin to cools. Next is clouds appears moreover, rain begin to fall at the windward side of mountain. The right side known as leeward side the dry air continues after rain over mountain.

The last and most important step is dry wind reach inland areas then finally rain shadow desert formed after many situations with thousands of kilometres.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence, including winds approaching the coast, rising and cooling air, rainfall on the windward side, and dry air moving inland. However, the overview is vague (“there are many points mentioned”) rather than clearly summarising the process’s key contrast: moist air loses its water on the windward side, leaving dry air to create a desert inland on the leeward side. Some details are unclear or inaccurate, such as saying rain falls “to the left side” instead of specifying the windward slope. The response also contains 140 words, below the required 150. Develop the overview and describe the stages and locations more precisely to cover the task more fully.

Coherence and Cohesion: Band 4.5

The response has a basic sequence and uses paragraph breaks to separate an introduction, overview, and stages. Connectors such as “First of all,” “Next,” and “The last” help signal order. However, progression is not consistently clear because ideas are repeated across paragraphs: the winds approaching the coast and the rain falling are mentioned more than once. Some links are awkward or unclear, particularly “after pushing and cloud formation” and “after many situations.” The overview also does not clearly guide the reader through the process. Organise the stages once in chronological order, use clear references to the windward and leeward sides, and make each paragraph serve a distinct purpose.

Lexical Resource: Band 5.5

You use several relevant process terms, including “moist air,” “windward side,” “leeward side,” and “inland areas,” which help communicate the diagram’s subject. There is also some attempt to vary wording with “approach,” “pushed upwards,” and “continues.” However, word choice and collocation are often inaccurate or unnatural: “desert prepared,” “campared all types of formation,” and “mountain coast” do not express the intended meanings clearly. “Dried” is also less suitable than “dry” for describing the air. These errors sometimes make the process difficult to follow. Build a more precise set of process verbs and use the diagram’s labels consistently, checking spelling and natural word combinations.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, and the sequence is generally understandable. However, grammatical errors are frequent and sometimes obscure relationships between stages. For example, “The diagram illustrate” has subject–verb disagreement, while “moist air rises and begin to cools” combines incorrect verb forms. “After pushing” lacks a clear subject, and “Another side of mountain is dried at this side rain shadow formed” joins clauses without clear grammatical links or punctuation. Articles and sentence boundaries are also inconsistent. Practise accurate present-simple descriptions of processes, ensuring each clause has a clear subject and verb, and use full stops or conjunctions to separate connected stages.

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

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