Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-25
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 figure demonstrates how one type of desert is formed which is known as a rain-shadow desert.
Overall, There are seven stages for the formation of rain-shadow deserts.Its process initial from winds approach coast and ended with Dry winds reach inland areas.
Firstple,the winds approach coast from sea at beginning and pushed upwards.For the long , Moist air rises and cools to the windward side of the mountain and this activity makes clouds form .After that rain falls through the clouds .
On the suppliment, Over the mountain, The air dry continues at the leeward side of the mount. After a long travel from peak , Dry winds reach to the inland areas. This all stages helps for design rain-shadow deserts.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify the subject and give a basic overview that the process has seven stages, moving from winds approaching the coast to dry winds reaching inland. You also include the main sequence of rising air, cloud formation, rainfall, and dry air crossing the mountain. However, the account is only partial: the explanation of how the air becomes dry and creates the desert is brief, and the location of the rain-shadow desert on the inland, leeward side is not clearly stated. The response also falls 29 words short of the required minimum, limiting the detail available. To strengthen coverage, explain the windward-to-leeward contrast and explicitly connect rainfall on the windward side with dry conditions inland.
Coherence and Cohesion: Band 5.5
The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the stages. The sequence is generally understandable, and phrases such as “After that” and “Over the mountain” help signal movement through the process. However, progression is weakened by inaccurate or awkward transitions, including “Firstple” and “On the suppliment,” and some links between stages are unclear. The overview repeats the start and end points rather than summarising the main cause-and-effect pattern. Paragraphing is present, but the ideas within the body paragraphs would be easier to follow if each stage were connected explicitly to the next. Use a small number of accurate sequence and cause-effect links, such as “as a result” and “therefore.”
Lexical Resource: Band 5.0
You use several relevant terms from the diagram, including “windward side,” “leeward side,” “moist air,” and “rain-shadow desert,” which help communicate the topic. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to interpret. For example, “this activity makes clouds form” is imprecise, while “helps for design rain-shadow deserts” does not express the formation clearly. There are also spelling errors such as “Firstple” and “suppliment.” Aim for precise process vocabulary and natural combinations: describe air as rising, cooling, and losing moisture, then say that dry winds continue inland. Proofreading spelling and word forms would improve clarity.
Grammatical Range and Accuracy: Band 5.0
You attempt both simple and longer sentences, and the response includes some useful sequencing structures. However, the range is limited, and attempts to combine stages often contain frequent errors that can make relationships unclear. For instance, “winds approach coast … and pushed upwards” shifts verb form, while “Moist air rises and cools to the windward side” has an unclear grammatical relationship between the action and location. Articles and sentence boundaries are also inconsistent, as in “the air dry continues” and “deserts.Its process.” Practise forming accurate passive and active process sentences, such as “The winds are forced upwards” and “As the air cools, clouds form.” Check verb forms, articles, and punctuation when editing.
See this exact question answered at other band scores. The same prompt compared across bands.
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