Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-01

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 drawing illustrates how a rain-shadow desert comes into existence. As the wind approaches sea coast, wind pushes water vapour upward which cools down when moist air rises as a result, it forms clouds which then become the reason for rain on mountains. The dry air then continues over the mountain from the Leeward side to inland areas and become the reason of rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the process as the formation of a rain-shadow desert and include several relevant stages: winds approach the coast, moist air rises and cools, clouds form, rain falls, and dry air moves inland. However, the account is very brief and does not adequately summarise the full sequence or give a clear overview of the key contrast between the wet windward side and the dry leeward side. The description that wind “pushes water vapour upward” is also imprecise: the diagram shows winds being forced upwards by the mountains. The response does not meet the required minimum length, so important details and explanations are missing. Develop each stage and explain how the dry inland conditions produce the desert.

Coherence and Cohesion: Band 5.5

The stages are presented in a broadly logical order, moving from approaching winds to rainfall and then dry air reaching inland areas. This gives the reader a basic sense of the process. However, the response is a single, compressed sequence, and the long sentence beginning “As the wind approaches” contains several stages joined together without clear boundaries. The phrase “as a result” also makes the relationship between rising air, cooling, and cloud formation harder to follow. Use separate sentences or a clearly organised paragraph for the windward and leeward stages, and connect them with precise sequencing language such as “subsequently” and “on the opposite side.”

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “moist air,” “clouds,” “Leeward side,” and “rain-shadow desert,” so the basic subject is clear. However, the range is limited and several expressions are repetitive or imprecise. “Become the reason for” is used twice and is not a natural way to describe a process; “wind pushes water vapour upward” also does not accurately express the diagram’s idea that the mountains force the winds upwards. More precise process vocabulary, such as “is forced to rise,” “condenses,” and “precipitation,” would help explain the stages clearly. Take care to use the established term “windward side” when describing the side facing the sea.

Grammatical Range and Accuracy: Band 5.5

The response attempts to combine stages using subordinate clauses, as in “when moist air rises,” and the overall meaning is generally understandable. However, the range of sentence structures is narrow, and the main sentence is overloaded with clauses. In “As the wind approaches sea coast, wind pushes water vapour upward which cools down when moist air rises as a result, it forms clouds,” the clause boundaries and punctuation are faulty, making the sequence difficult to parse. There are also agreement and form errors in “dry air … become the reason,” where the singular subject requires “becomes.” Use shorter, controlled sentences, check subject–verb agreement, and punctuate each stage clearly.

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