Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-26

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 illustrates rain water tranforms into rain shadow desert.

Overall, it involves seven stages, starting with sea water pushing upwards mounatins using winds. afterwards, it cover form into clouds which then rain all over mountain then fall down the mountain with the help of dry air and become rain shadow desert.

Starting with, Sea water approach coast with the help of winds, which helps it rise upwards with the support of winds. When the following water reach windward side, it become into moist air and form clouds. When the clouds were unable to hold, it rain across the mountain. In six stage, rain water slide down leeward side with the help of dry air. At final stage, dry winds reach the inland area which makes rain shadow desert. This process requires several months to form rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as having seven stages and include its broad movement from the sea, over the mountains, and towards an inland desert. However, several key stages are inaccurately described or unclear: it is moist air, not sea water, that rises and cools; rain falls on the windward side; and dry air continues over the mountain before reaching inland areas. The overview also says rain falls “all over” the mountain, which does not clearly distinguish the two sides. The claim that the process takes “several months” is not shown in the diagram. The response is also 11 words below the required minimum. To improve, describe the stages precisely and avoid adding unsupported information.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an overview followed by a description of the stages, and it uses sequence markers such as “Starting with,” “In six stage,” and “At final stage.” These help the reader recognise that the diagram presents a process. However, progression is not consistently clear because some links are inaccurate or awkward, and the overview repeats information without clearly summarising the main cause-and-effect pattern. For example, “afterwards, it cover form into clouds” is difficult to follow, while the final sentence about several months interrupts the sequence. Organise the body in the diagram’s exact order and use clear links such as “as a result” and “then” to show how rising moist air leads to rainfall and dry inland conditions.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry air,” and “inland area.” This gives the response a basic range suited to the diagram. However, word choice and spelling errors are noticeable and sometimes make the meaning difficult to understand. Examples include “tranforms,” “mounatins,” and “cover form,” while “rain water” and “slide down” do not accurately describe the movement shown. Some phrases, such as “with the support of winds,” are repetitive and unnatural. Aim to use precise terms from the diagram and accurate collocations, for example, “moist air rises,” “clouds form,” and “dry winds move inland.” Proofreading spelling and word forms would also improve clarity.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences using clauses such as “which helps it rise upwards” and “which then rain all over mountain,” showing some effort to vary sentence structure. However, the range remains limited, and complex sentences are often faulty. Errors include subject–verb agreement in “it become” and “it rain,” missing or incorrect articles in “reach windward side” and “form clouds,” and inconsistent tense in “the clouds were unable to hold.” The opening sentence also lacks a clear grammatical structure. These frequent errors can make the process hard to follow. Practise accurate present-simple descriptions of processes, checking subject–verb agreement and articles, and use shorter sentences when a longer structure becomes difficult to control.

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

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