Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-23

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 depicts that how a rain shadow desert formed,total seven different positionof wind movement

Overall the winds do all type of position to become a Rain shadow desert

First of all the wind comes from sea approch to coastal direction and winds getting up direction toward the top of mountain.Duting that winds get moiture and get formation of clouds and after just rain start from clouds at the peak of mountain .The rainy water drop on the mountain tiward the windward side of the mountain .During this 1 to 5 proccess water is drop totally left side of the mountain.

In the remain proccess the dry air conitnusly blow over the mountain toward leeward side and getting down toward the land .The dry winds reach toward inland areas ,which is not usefull for rain dropping amd it definately create Rain shadow desert

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence from sea winds and mountain uplift to rainfall, then dry air reaching inland, and you mention the rain-shadow desert. However, the overview, “the winds do all type of position,” does not clearly summarise the process’s key contrast: moist air rises and rains on the windward side, while dry air descends on the leeward side and creates arid conditions inland. Some details are inaccurate or unclear, such as saying the winds “get moisture” while rising; the diagram shows moist air rising and cooling. The response also contains 143 words, below the required 150. Develop the overview and describe the stages more precisely, including cooling and the location of rainfall.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, with “First of all” introducing the early stages and “In the remain proccess” signalling the later ones. The paragraph break also separates the rainfall stage from the dry-air stage. However, the opening and overview do not establish a clear progression, and several ideas are crowded into long sentences joined mainly by “and.” References such as “During that” and “this 1 to 5 process” are awkward or unclear, making the links between stages harder to follow. Use a clear overview followed by logically grouped stages, and connect each step with precise sequencing language such as “as a result” or “subsequently.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “coastal,” “mountain,” “windward side,” “leeward side,” “dry air,” and “inland areas.” These terms show an attempt to describe the diagram rather than relying only on general language. However, the range is limited and several choices or forms are inaccurate, including “all type of position,” “get formation of clouds,” and “not usefull for rain dropping.” Spelling errors such as “moiture,” “conitnusly,” and “proccess” also make the description less clear. Choose precise process verbs and standard forms: for example, say that air “rises and cools,” “condenses to form clouds,” and “continues inland.”

Grammatical Range and Accuracy: Band 5.0

You attempt to combine stages in longer sentences and use sequencing phrases, but the range of sentence structures is limited and errors are frequent. The opening, “The diagram depicts that how a rain shadow desert formed,” has an incorrect clause pattern and verb form. Other examples include “winds getting up direction” and “the dry air conitnusly blow,” where verb forms and sentence construction are faulty. Missing or incorrect articles and punctuation also affect readability, as in “at the peak of mountain.” Aim first for accurate simple sentences, then add controlled clauses: “As the moist air rises, it cools and clouds form.” Check subject–verb agreement, past or present tense consistency, articles, and sentence boundaries.

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