Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-11-09

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 5.5)

The given diagram demonstrates how a rain-shadow desert is formed. There are seven clear steps in the process.

A rain-shadow desert is usually formed, when there's a mountain near a see. Because the wind containing the see water can be cooled and dried down and pass to some inland areas, where the desert is usally situated.

From the diagram, we can see that, in step one, the wind approaches the coast and subsequently it gets pushed to upwards through the windward side of the mountain. After the wind reaches to a certain height; in step four, the moist air gets cooled and form clouds. At the peak of the mountain, in step five, the rain fall happens. The wind then get dried and the dry air continues going downward through the leeward side. After travelling thousands of kilometers, the dry winds finally reaches in the inland areas in seven number step and creates rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as having seven stages and describe its broad movement from the coast, over the mountains, and into inland areas. However, some key stages are misreported or unclear: the diagram shows moist air rising and cooling at stage three, clouds forming at stage four, and rain falling at stage five, whereas your account places cooling and cloud formation together at stage four. The explanation that the wind is “dried down” by sea water is also inaccurate; the diagram shows moist air losing moisture through rainfall on the windward side. Include a clearer overview of this cause-and-effect pattern and describe the rain-shadow desert as the result of dry air reaching the leeward inland region.

Coherence and Cohesion: Band 6.0

The response has a recognisable sequence, moving from the coast to the mountain and then inland, and the opening identifies the number of stages. Paragraphing separates the introduction from the description, while phrases such as “The wind then” help signal progression. However, the sequence becomes difficult to follow because the numbered stages are not consistently matched to the diagram: “in step four” is used for cooling and cloud formation, and “in step five” for rainfall. Some links are also awkward or unclear, particularly the explanation in the second paragraph beginning “Because the wind…”. Organise the body in the diagram’s exact order and use clear stage transitions so each cause and result is easy to track.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry winds,” and “rain-shadow desert,” which helps communicate the topic. There is also some attempt to vary wording with “approaches,” “subsequently,” and “finally.” However, several word choices and collocations are inaccurate or unnatural, such as “a see,” “wind containing the see water,” “dried down,” and “the rain fall happens.” Spelling errors in “usally” and “kilometers” also reduce accuracy. Aim for precise process language, for example, “moist air rises,” “condenses,” and “precipitation falls,” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including a time clause (“After the wind reaches to a certain height”) and a sequence of linked actions. The overall meaning is generally recoverable, but some grammatical errors make parts of the process less clear. Examples include “when there's a mountain” after a comma, “the wind … can be cooled,” “the moist air gets cooled and form clouds,” and “the dry winds finally reaches.” There are also problems with articles, agreement, and sentence construction, including the fragment-like “Because the wind…” explanation. Use consistent present simple for a process, check subject–verb agreement, and build complete sentences with clear subjects and verbs.

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.