Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-22

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)

In this immage that show the formation of rain shadow deserts, so this picture start from the winds approach coast that is the sea level this evaporation are trannsformed through the wind and it pushed them into the winds pushed upward. The third step is moist rises and cools it occur when water pushed up with the help of air then it convert into the moist air.

The next point is converting into the clouds form and it is the first step to make up for raining and in this step rain falls when it convert into the rain anf fall down. In this picture that shows the mountain and rain fall into this mountain. After the rain incould be in dry air continues over mountain and down to be leeward side.

After this the last step is the dry winds reach areas that is inland, between these the distance is thousands of kilometeres.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence, from winds approaching the coast to dry winds reaching inland, and mention the mountain, the leeward side and the rain-shadow desert process. However, the explanation is only partly clear and includes inaccurate or confusing descriptions: for example, you introduce “evaporation,” which is not shown, and say water is pushed up and “convert[s] into the moist air,” rather than explaining that moist air rises, cools and forms clouds. The overview of how rainfall on the windward side leaves dry air to continue inland is not clearly stated. To make the report more complete, summarise this cause-and-effect pattern first, then describe the stages accurately and distinguish the windward and leeward sides.

Coherence and Cohesion: Band 5.5

The response follows the diagram’s broad order and is divided into three paragraphs, so the reader can recognise a beginning, middle and final stage. Sequencing phrases such as “The third step,” “The next point” and “After this” help signal progression. However, the progression is weakened by unclear references and links, including “this evaporation,” “in this step,” and “between these,” whose meanings are difficult to identify. Several ideas are also joined in long, loosely connected sentences, making the explanation of cloud formation and rainfall hard to follow. Use clearer stage-to-stage links and keep each sentence focused on one process, with paragraphs grouping the initial uplift, rainfall, and inland dry-air movement.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “moist,” “clouds,” “rain falls,” “dry air,” “leeward side” and “inland,” which helps identify the diagram’s subject. However, the range is limited and several word choices or collocations make the process difficult to understand. “Evaporation are transformed through the wind” is not an accurate or natural description, while “make up for raining” does not clearly express cloud formation or precipitation. There are also noticeable spelling errors, such as “immage,” “trannsformed,” “anf” and “kilometeres.” Build a more precise set of process verbs and check spelling; for example, use “rise,” “cool,” “condense,” “form clouds” and “precipitate” where appropriate.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect stages using clauses, as in “when water pushed up with the help of air,” but sentence structures are often faulty and the range remains limited. Errors in verb forms and agreement occur throughout: “this picture start,” “it pushed them,” and “moist rises and cools” do not form accurate clauses. Some sentences also lack a clear grammatical structure, particularly “After the rain incould be in dry air continues over mountain.” These problems sometimes make the intended relationships between stages difficult to follow. Practise accurate simple present forms for process descriptions, then add controlled clauses with “as,” “when” or “therefore.” Check that each sentence has a clear subject and verb, and use articles and prepositions consistently.

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