Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-11-04

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 illustrate how one type of desert , known as a rain- shadow desert is formed. It shows the process of moist air moving towards mountains.

Overall it is noticeable that there are seven stages of process represents . In which first process is winds approach coast towards winds and last process end up with dry winds reach inland areas.

A glance at the diagram reveals there is mountain and how winds approach above the sea . other side winds pushed upwards and reach moist air rises and cools and gradually convert it into clouds form however rain falls at the windward side.

A further analysis of the diagram portrays that dry air contiunes moving towars leeward side. As it rapidly dry winds reach to inland areas. It is also these processes have thousands of kilometres of distance. However there are two sides one is coast other inland and between these whole process happened.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the topic and give a basic overview of the process, including that it has seven stages and ends with dry winds reaching inland areas. You also mention clouds and rainfall on the windward side. However, the account is only partial: the key causal sequence—moist air rising and cooling, rain falling, and the remaining dry air crossing the mountain to create a rain-shadow desert—is not explained clearly. The statement that the process covers “thousands of kilometres” is grounded in the diagram, but its significance is unclear. The response is 141 words, below the required 150, and 13 words copied from the prompt were not counted. To strengthen the report, describe the stages accurately and explicitly connect the dry air on the leeward side with desert formation.

Coherence and Cohesion: Band 5.0

The response has an introduction, an overview, and two body paragraphs, so there is some organisation. It also attempts to show sequence with phrases such as “first process” and “last process.” However, progression is difficult to follow because several stages are compressed into unclear sentences, particularly “reach moist air rises and cools and gradually convert it into clouds form.” Linking words such as “however” and “a further analysis” do not always express the relationship between ideas accurately, and the final sentence introduces the coast and inland areas without clearly summarising the process. Use one paragraph to describe the windward stages and another for the leeward stages, with simple sequence markers such as “as a result” and “after crossing the mountain.”

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “moist air,” “windward side,” “leeward side,” and “dry winds,” which helps identify the diagram’s main features. There is also some attempt to vary wording with phrases such as “a glance” and “a further analysis.” However, word choice and collocation are often inaccurate or repetitive: “process represents,” “convert it into clouds form,” and “dry winds reach to inland areas” are not natural descriptions. Spelling errors such as “contiunes” and “towars” also reduce precision. Aim for accurate process verbs and standard collocations, for example, “air rises,” “clouds form,” “rain falls,” and “dry air moves inland.”

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentences, but control is inconsistent, and errors frequently make the sequence hard to understand. For example, “there are seven stages of process represents” has incorrect agreement and sentence construction, while “winds approach coast towards winds” does not form a clear grammatical relationship. Articles and plurals are also often missing or inaccurate, as in “there is mountain,” and the sentence beginning “other side winds pushed upwards” lacks a clear subject and verb structure. Punctuation and spacing around commas and full stops are uneven. Build reliable simple sentences first, then combine them with clauses using “when,” “as,” or “after”; check subject–verb agreement and articles before adding complexity.

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

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